CONTENTS - Shawlands Academy

Transcription

S H AW L A N D S AC A D E M Y
Cover Drawing by Mr K Morrison
CONTENTS
WELCOME FROM ANN GRANT, THE HEADTEACHER
2
A BRIEF HISTORY OF THE SCHOOL
3
SCHOOL INFORMATION
4
SMT remits 5
Staff List 6
THE SCHOOL DAY AND THE SCHOOL YEAR
8
CURRICULUM FOR EXCELLENCE
9
PREPARING PUPILS FOR SECONDARY SCHOOL
11
Linking with the Primary schools 11
Placing Requests & Enrolments 11
LEARNING AND TEACHING
12
Introducing some First Year Subjects 12
Homework and Study Skills 22
Library and Resource Centre 23
Assessment and Reporting 24
SUPPORT SERVICES
30
Support for Learning / Behaviour Support Department
30
OUR SCHOOL VISION
32
Language Support for Bilingual Pupils/English as an Additional Language 33
SCHOOL ETHOS
34
Global Citizenship
34
Eco School 35
Health Promoting School 35
Outdoor Learning 36
Extra curricular Insight 37
PROMOTING POSITIVE BEHAVIOUR
39
Promoting Positive Behaviour Policy 39
Buddying and Mentoring 40
Attendance and Late coming 42
School Dress Code 43
School Meals 44
SOCIAL JUSTICE
45
Multicultural Anti – Racist perspective 46
PASTORAL CARE
47
Staff 47
Personal and Social Education 47
Pupils Destinations 48
Skills for Life, Learning and Work 48
More Choices, More Chances 49
Additional Support for Learning 49
HEALTH CARE
50
First Aid and Emergencies 50
The School Nurse 50
TRANSPORT50
DATA PROTECTION ACT
51
CHILD SAFETY / CHILD PROTECTION POLICY
51
APPENDICES52
The information provided is considered to be correct at the time of printing, but it possible that there amy be some inaccuracy by the time the document
reaches the parents.
1
SCHOOL HANDBOOK 2014 - 2015
WELCOME TO SHAWLANDS ACADEMY
Dear Parents, Carers and Friends of the School
Welcome to Shawlands Academy, a school where we take pride in the education
we offer.
Last session our young people attained outstanding examination results. Year
on year our students have excelled, improving on the previous years’ results and
making us one of the very top schools in Glasgow.
We have very high expectations and aspirations. We encourage and support our
students by offering a vibrant, challenging and stimulating learning environment.
We provide for all our young people a vast range of opportunities to develop their
intellectual, emotional, physical and creative abilities and offer a significant range
of extra-curricular activities.
The compassion and dedication of our staff have cultivated a welcoming,
supportive environment for our young people. Our shared values of respect,
compassion, equality and integrity and are at the heart of everything we do and
we believe that all students have the right to thrive and develop into confident,
successful young adults. We actively foster high self-esteem and a strong sense of
social justice.
Collaborative work between the school, parents and the wider community is an
important part of our work and we believe that successful education is enhanced
by this partnership. Through working together we enable our young people to
reach the highest standards of achievement and attainment.
We are extremely proud of our caring and nurturing ethos and offer a warm
welcome to prospective parents and carers who would like to see our school in
action.
I look forward to meeting you and your child.
Warmest wishes
Ann Grant
2
A BRIEF HISTORY OF THE
SCHOOL AND THE ENSIGNS
ARMORIAL
“All of our efforts are directed towards
creating a partnership - of school,
home and community.”
Originally located in Skirving Street, the school moved to the building
which now houses Shawlands Primary School in Pollokshaws Road
before eventually settling in Moss-side Road in 1934. The impressive red
sandstone frontage belies the size of the school campus which has seen
extensions and refurbishments over the last fifty years. Today the school
stretches from Moss-side Road to Ravenswood Drive and encompasses the
main buildings, maths block, games hall and our own
grass pitches.
Recorded on the Ensigns Armorial is a brief history of the school from its
foundation in 1894, through a brief and temporary name change in the
1940s to the granting of the Ensigns Armorial in 1958.
Also recorded here is our school motto and the declaration that the
Academy is to be “taken, numbered, accounted and received as an
Incorporation Noble in the Noblesse of Scotland”. To this day the
school lives by our motto “SOLA NOBILITAS VIRTUS” – ‘virtue alone
ennobles’.
3
SCHOOL INFORMATION
Shawlands Academy is a secular, inclusive and ethically grounded school
school taking in pupils from SI to S6.
SCHOOL SETTING AND ROLL
The school agreed capacity is 1250 and the
current roll is 1109. The roll for each year
group is:
S1 S3 S5 196 216 171 S2 S4 S6 193
170
163
The estimated intake from our associated
Primary schools over the next three years is
as follows:
2013-14 2014-15 2015-16 205
215
221
Contact Details
31 Moss-side Road, Glasgow G41 3TR
Telephone 0141-582-0210
Fax 0141-582-0211
Email: [email protected]
Website: http://www.shawlandsacademy.glasgow.sch.uk
Glasgow City Council website,
Education and Learning: http://www.glasgow.gov.uk/index.aspx?articleid=2903
The six associated schools in our Learning Community are:
Shawlands Primary School 1284 Pollokshaws Road Glasgow G41 3QP Telephone 041-632-1840
Langside Primary School
233 Tantallon Road Glasgow G41 3JW
Telephone 041-423-0192
Cuthbertson Primary School 35 Cuthbertson Street Glasgow G42 7RJ Telephone 041-423-0452 Battlefield Primary School
44 Carmichael Place Glasgow G42 95Y
Telephone 041-632-2162
Annette Street Primary School 27 Annette Street Glasgow G42 8Y13 Telephone 041-423-0192 Blackfriars Primary School
310 Cumberland Street Glasgow G5 OSS
Telephone 0141 429-2444
The early years centres are:
Langside Nursery School
Laurieston Nursery School Deanpark Nursery School
Shawlands Academy has close links with the wider community and pupils are
encouraged to take part in charitable and other community service work. We have
established strong links with local industry and commerce and all pupils from S4
onwards have the opportunity to go on work experience placements.
The school premises may be used outwith the school day for meetings of local
organisations and team, club and school social events . The school building is centrally
located a in popular residential area providing classroom areas, a spacious assembly hall,
swimming pool, substantial playing fields and games hall. To apply for a let contact
Community Letting, Glasgow Life 0141 302 2814/15/16.
4
SENIOR MANAGEMENT TEAM REMITS
Mrs Ann Grant is responsible to the Executive Director of Education for the overall
management of the school. This involves
• Liaison with GCC Education Services
• Formulation, implementation and monitoring of school policies
• Establishing and maintaining the school ethos
• Advising the Parent Teacher Council
• Liaison with parents
• Teaching staff, appointments, contractual matters, welfare
• Administrative and Technical Staff
• Health and Safety
• School Improvement Plan
A team of Depute Head Teachers with a wide range of responsibilities supports the
Headteacher
J Graham responsible for
S5/6 curriculum, assessment, behaviour, welfare and Student Council. S5/6 course
choice , liaison with further education /UCAS, More Choices, More Chances,
supported study ,Curriculum for Excellence, coordination of Vocational Education,
Enterprise Education, Homework, Attainment and Achievement.
G Maguire responsible for
S3 curriculum, assessment, behaviour, welfare and Student Council; S3 course
planning; monitoring and evaluation; School fund; Quality Improvement and tracking
student progress; Global Citizenship; Assessment and Reporting.
D Simpson responsible for
S4 curriculum, assessment, behaviour, welfare and Student Council, prelims and liaison
with SQA, student and probationer teachers, timetabling and Promoting Positive
Behaviour
M Symon responsible for
S2 curriculum, assessment, behaviour, welfare and Student Council, Pastoral Care and
Inclusion, Coordinator for Support for Learning and Behaviour support, education
liaison officer , Joint support team chair, Careers, Child Protection coordinator.
C Sinclair responsible for
S1 curriculum, assessment, behaviour, welfare and Student Council, Primary Secondary Liaison, Learning and Teaching, Staff Development and Equality, Staff
Development, Continuing Professional Development , Public Relations and Religious
Observance, Academic Research coordinator and Outdoor Learning.
5
OUR STAFF AT SHAWLANDS
HEAD TEACHER DEPUTE HEAD TEACHERS Area Support Business Manager PT Mrs Ann Grant
Mr Jonathan Graham
Mr Garry Maguire
Mrs Dorothy Simpson
Ms Cath Sinclair
Mr Mark Symon
Mrs Fiona Ferguson
BUSINESS EDUCATION
W30 Mrs Lydia Jacques
W29 Ms Ambreen Hussain
CREATIVE & AESTHETIC FACULTY
PT Mrs Maria Kelly
ART
S17 S18 S16 Mrs Frances Diver
Mr Kenny Morrison
Ms Susan Telford
DRAMA
E4 E3 Ms Lorraine Johnston
Ms Lesley McCann
MUSIC
PT E1 E2 ENGLISH
PT N19 PT PC
N18 N8 N6 N9 N18 N20 N7 Mr George Forfar
Mrs Rhona Smith
Ms Fiona Shillen
Ms Eilidh MacAlister
Mrs Jackie Hobson
Mr Willie Humphrey
Ms Janice Kirk
Ms Bryony Small
Ms Susanne MacLean
Ms Coral Ferguson
EAL
N16 Ms Anna Gillies
Ms Chris Smith
Ms Amanda Miller
Mrs Alexandra Hempler
HOME ECONOMICS
PT S14 Mr Liam Carleton
S13 Mrs Susan Brown
S15
Mrs Alison McKelvie
PSA Mrs Isabella Graham
HUMANITIES FACULTY
PT Mr Tom Donnelly
Mrs Maria Kelly
Ms Alison Gemmell
Mr Paul O’Kane
INSTRUMENTALISTS
U Strings Ms Jane Boddice (Langside & Shawlands)
Guitar Mr Chris Devoti
Brass Mr John Guerrier (Cuthbertson & Annette Street)
Woodwind Ms Lynn Harris
Tabla Mr Vijay Kangutkar (Shawlands)
Percussion Ms Ruth Innes and Mr Chris Edwards
L Strings Ms Maya Burman Roy (Langside and Battlefield)
Voice Mr Russell Trueman
GEOGRAPHY
W18 W19
Mr Ewan Frame
Ms Jennifer Burns
HISTORY
PT W16 W17 Ms Sarah Corless
Ms Kirsty Swann
MODERN STUDIES
PT S4 Mr Tom Donnelly
S5 Ms Angela Beattie
S5 Mr Scott McIntosh
RELIGIOUS EDUCATION
S2 Mr Chris Morrison
S3 Mr John Ferrigan
6
OUR STAFF AT SHAWLANDS
MATHEMATICS
PT A7 Mr Kamran Siknder
PT(PC) A8 Ms Rahat Ahmad
A6 Mr Wahid Ahmad
A8 Ms Andrea Finbow
A10 Ms Paula Hutchison
A1 Mr Fraser McCormick
A6 Mr Iain McNair
A3 Mr Donald Morran
A2 Mrs Aileen Pirie
PT(PC) A8 Ms Alison Warden
SUPPORT FOR LEARNING/BEHAVIOUR SUPPORT
PT S6A Ms Jan McCauley
S6A Ms Angela Fraser
PSA Ms Susan Crawford
Mrs Laura Duncan
Mrs Victoria Pritchard
Mrs Paula Fowler
Ms Gail Meechan
MODERN LANGUAGES
PT N13 Miss Ann Marie Reid
N12 Ms Jane Byrne
N3 Ms Lucy Davidson
N11 Ms Basia Gordon
N1 Ms Eilidh Jack
N5 Mrs Tasneem Karim
N4 Mr Khalid Masood
N15 Mr Vincent Purcell
Mrs Shafqat Rafiq
N11 Ms Rebecca Roney
DESIGN & TECHNOLOGY
Mr Patrick McGrory
W3 Mr Alan Delaney
W5 Mr Brian Kennedy
TECHNOLOGIES FACULTY
PT Mr Patrick McGrory
ATTAINMENT AND ACHIEVEMENT
PT Ms Sarah Corless
PT Mr Donnie MacBride
PHYSICAL EDUCATION
PT Mrs Sandra Leitch
Ms Helen Bell
Ms Theresa Kelly
PT AA Mr Donny MacBride
Mr Archie McGougan
Mrs Fiona West
Mr Robbie Renwick
HOME LINK
Cent Room Mrs Shafqat Rafiq
Mr Roman Javorcek
Mrs Katerina Kubackova
EDUCATION LIAISON OFFICER
Mr Michael McCulloch
SCIENCE FACULTY
PT
Mr Yahiya Shaikh
BIOLOGY
PTPC
W21 W22 W23 W20 LIBRARIAN
Mrs Mary Rusk
OFFICE
OFFICE MANAGER Mrs Ann Harold
Mrs Alison Hayes
Mrs Margaret Tennant
Mr Les Warnock
Ms Melanie Miller
Mr Scott Alexander
Ms Lucy Bell
Mr Douglas Elder
Mrs Nicola Moran
Ms Sandra Patsinilacos
CHEMISTRY
PT(SC) W9 Mr Yahiya Shaikh
W10 Mrs Naheed Aftab
W11 Ms A Keatings
W8 Ms Caroline McGeogh
PT PHYSICS
W14 W12 W13 COMPUTING
W24 Mrs Jacqui Crooks
W25 Mr Faisal Mohammed
PUPIL SUPPORT ASSISTANTS
Mrs Minou Hieydarian
Mrs Kaneza Rasul
TECHNICIAN SUPPORT TEAM
Senior Technician Mr Gary Wilson
Mr Willie Black
Mrs Gillian O’Reilly
Mrs Joan Ritchie
Mr Bernie Milmore
Ms Jennifer Hegarty
Mr Eddie McGuire
7
SCHOOL DAY
Period Time
8.45 - 8.55
Monday
Tuesday
Tutor Time
Tutor Time
Period Time
8.45 – 8.55
Wednesday
Thursday
Friday
Friday Times
Tutor Time
Tutor Time
Tutor Time
8.45 – 9.03
8.55 – 9.45
1
1
8.55 – 9.45
1
1
1
9.03 – 9.51
9.45 – 10.35
2
2
9.45 – 10.35
2
2
2
9.51 – 10.39
10.35 – 11.25
3
3
10.35 – 10.50
Interval
Interval
Interval
10.39 – 10.54
11.25 – 11.40
Interval
Interval
10.50 -11.40
3
3
3
10.54 – 11.42
11.40 – 12.30
4
4
11.40 – 12.30
4
4
4
11.42 – 12.30
12.30 – 1.20
5
5
12.30 – 1.20
Lunch
Lunch
Lunch
12.30 – 1.20
1.20 – 2.10
Lunch
Lunch
1.20 – 2.10
5
5
5
1.20 – 2.10
2.10 – 3.00
6
6
2.10 – 3.00
6
6
6
2.10 – 3.00
3.00 – 3.50
7
7
EMERGENCIES
We make every effort to maintain a
full educational service, but on some
occasions circumstances arise which lead to
disruption.
Schools may be affected by, for example,
severe weather, temporary interruption of
transport, power failures or difficulties of
fuel supply. In such cases, we shall do all
we can to let you know about the details of
closure or re-opening. We shall keep you in
touch, using letters, notices in local
shops and community centres and
announcements in the press and on local
radio.
The School Year
Return Date for Teachers Monday 11 August 2014
Return Date for Pupils
Wednesday 13 August 2014
September Weekend
Friday 26 and Monday 29 September 2014
First Mid-Term
Monday 13 to Friday 17 October 2014 (inclusive)
Christmas/New Year
Monday 22 December 2014 to Friday 2 January 2015
(inclusive)
* Please note that schools will close at 2.30pm on the last school day before the holiday
2015
2015 Return to School
Monday 5 January 2015
Second Mid-Term
Monday 9 and Tuesday 10 February 2015
Spring Holiday
Friday 3 to Friday 17 April 2015 (inclusive)
Good Friday is 3 April 2015
and Easter Monday is 6 April 2015
* Please note that schools will close at 2.30pm on the last school day before the holiday
May Day
Monday 4 May 2015
May Weekend
Friday 22 and Monday 25 May 2015
School Close
Wednesday 24 June 2015
* Please note that schools will close at 1pm on the last school day before the holiday
In-Service Days
Day 1 Day 2
Day 3
Day 4
Day 5
Monday 11 August 2014 Tuesday 12 August 2014 Thursday 18 September 2014 Wednesday 11 February 2015
Thursday 7 May 2015
8
All Schools
All Schools All Schools
All Schools
All Schools
Bringing learning to life and life to learning
Curriculum for Excellence has now been introduced across Scotland for all 3-18
year olds – wherever they learn. It aims to raise standards, prepare our children
for a future and equip them for jobs of tomorrow in a fast changing world.
CURRICULUM SUBJECTS
Art
Business Education
Classical Studies
Computing
Drama
Design and Technology
English
French
Geography
History
Health and Food Technology
Mathematics
Modern Studies
Music
Personal and Social Development
Physical Education
Religious and Moral Education
Science
Spanish
Urdu
Curriculum for Excellence enables professionals to teach subjects creatively, to
work together across the school and with other schools, to share best practice
and explore learning together. Glow, Scotland’s unique, world-leading, online
network supports learners and teachers in this and plans are already in place for
parents/carers across the country to have access to Glow.
Teachers and practitioners will share information to plan a child’s “learning
journey” from 3-18, helping their progression from nursery to primary, primary
to secondary and beyond, ensuring the change is smooth. They will ensure
children continue to work at a pace they can cope with and with challenge they
can thrive on. Curriculum for Excellence balances the importance of knowledge
and skills.
Every child is entitled to a broad and deep general education, whatever their level
and ability. Every single teacher and practitioner will be responsible for literacy
and numeracy – the language and numbers skills that unlock other subjects and
are vital to everyday life.
It develops skills for learning, life and work to help young people go on to further
study, secure work and navigate life. It brings real life into the classroom, making
learning relevant and helps young people apply lessons to their life beyond
the classroom. It links knowledge in one subject to another helping children
understand the world and make connections. It develops skills so that children
can think for themselves, make sound judgements, challenge, enquire and find
solutions.
There will be new ways of assessing progress and ensuring children achieve
their potential. There will be new qualifications for literacy and numeracy from
2012/13, new National 4 and 5 qualifications from 2013/14. Our well regarded
Access, Highers and Advanced Highers will be updated to take account of and
support the new approaches to learning and teaching.
There continues to be strong personal support to help young people fulfil their
potential and make the most of their opportunities with additional support
wherever required.
There will be a new emphasis by all staff on looking after our children’s health
and wellbeing – to ensure that the school is a place where children feel safe and
secure.
Ultimately, Curriculum for Excellence aims is to improve our children’s
life chances, to nurture successful learners, confident individuals, effective
contributors, and responsible citizens, building on Scotland’s reputation for great
education.
The school continues to work in partnership with its associated primaries to
provide the best possible academic and social transition for pupils. Curriculum
for Excellence builds on traditional curriculum structures but will enhance the
following elements of the learning.
9
Ethos and life of the school as a community
The starting point for learning is a positive ethos and climate of respect and trust
based upon shared values across the school community.
Curriculum areas and subjects
The curriculum areas are the organizers for setting out the experiences and
outcomes. Each area contributes to the four capacities.
Interdisciplinary learning
The curriculum should include space for learning beyond subject boundaries.
This may include opportunities for students to work across subjects or with
learning partners from out with the school campus.
Opportunities for personal achievement
Pupils will be given opportunities for achievements both in the classroom and
beyond, giving them a sense of satisfaction and building motivation, resilience
and confidence.
Each subject will be given a period allocation with Mathematics and English
receiving the most. Although there will be a shared approach to literacy and
numeracy developed across all curriculum areas.
Some subjects will be studied only part of the school year on rotation e.g. Drama,
History, Technical. This reduces the number of teachers students have to work
with each week and allows teachers to get to know students more quickly in the
large block of time available
Most classes in S1 are mixed ability. Pupils learn through a variety of methods
and the school is committed to providing a variety of learning experiences for
students which allows the students to flourish academically and socially. Active
learning methods and ICT are widely used and teachers aim to be flexible in
meeting the needs of individual pupils. Co – operative teaching (where more
than one teacher works with a class) is available in some classes. English and
Mathematics classes in S1 are broadly set .
Setting allows pupils to be grouped broadly to their ability and allows pupils to
progress at an appropriate level.
10
PREPARING PUPILS FOR SECONDARY
Shawlands Academy takes great pride in being a school that welcomes pupils from not only the associated primary schools, but from
across Glasgow, the UK and EU and indeed from across the world. We understand the importance of the first weeks at Shawlands
Academy are to the welfare and progress of our new pupils and to that end work ceaselessly to provide a comfortable and safe learning
environment.
The majority of our pupils join the school in S1 from an associated primary school, part of the Shawlands Learning Community.
Hence there is a great deal of contact and consultation between Primary and Secondary staff. Teachers in Primary Schools provide
necessary information on pupil progress to ensure that appropriate provision and support is available for each pupil at the start of their
first year.
Linking with the Primary Schools
The move from primary to secondary school is an important event for our pupils. The Academy has a well developed programme to
make the transition from Primary to Secondary as smooth and straightforward for pupils as possible:
• Regular meetings are held throughout the session at which the Senior Management Team of the Shawlands Learning Community
discuss matters of curriculum and procedure.
• Parents of Primary seven pupils are invited to a meeting held in their primary in which the Headteacher Mrs Ann Grant and the
Depute Head responsible for first year students , Ms Cath Sinclair along with students from the Academy explain the values,
vision and organisation of the school. Parents are also offered the opportunity to visit the school during the working day to
observe some first year classes in action.
• All P7 pupils are invited to the school for a morning in December to get a ‘taster’ of life at Shawlands. They follow a mini
timetable of three subjects
• A Depute Head, members of the Pastoral Care team and members of the Support for Learning and English as an Additional
Language departments visit the associated primaries from January till May of each session to identify the particular needs of the
new intake and to discuss with primary colleagues the progress of all pupils coming to Shawlands. Pastoral Care staff teach some
introductory lessons to pupils to prepare them for secondary.
• SI pupils visit former Primary Schools to talk to P7 pupils in September.
• Members of staff from various subject departments visit Primary 7 classes to work with pupils and primary staff.
• During June, all Primary 7 pupils intending to come to Shawlands are invited to attend the school for a two day period. This
gives them an opportunity to meet their new teachers and become familiar with the school environment. The school provides
a four week programme of after school clubs from October . Activities include football, swimming, Young Scientists, Young
Engineers, jewellery, Drama, badminton and Smart Food.
Placing Requests and Enrolments
Completed placing requests should be forwarded to the nearest Area office or by contacting Children and Young People support ,
Education Services, Glasgow City Council, City Chambers ,40 John Street, Glasgow G11JL, phone 014128767477 or by visiting the
Glasgow City Council website http://www.glasgow.gov.uk/index.aspx?articleid=9413
A standard form exists to make this process easier. However, parents should note that Education Authority does not provide transport
for those pupils in receipt of a placing request other than in exceptional circumstances.
Families moving into the area should contact the school with a view to enrolling children of secondary age.
11
LEARNING AND TEACHING
The main focus of Shawlands Academy is the teaching and learning of the young people in our care. We endeavour to ensure that
all students engage, enjoy and excel to the best of their abilities and are committed to providing a safe and supportive learning
environment. Departments have access to some of the most modern educational technology and software and provide a range of
challenging educational activities for students.
INTRODUCING SOME FIRST YEAR SUBJECTS
In this section, information is provided on some of the subjects studied by
first year pupils in Shawlands. Although not all subjects are referred to, those
mentioned below are representative of each of the modes in the secondary
curriculum.
Mathematics
The first year Mathematics course is designed to enable all pupils to cover the
same topics of work at the same time but at a level appropriate to their own
ability. The Mathematics courses for first year students are designed to continue
the mathematical development started in Primary School. Students will follow
Curriculum for Excellence programmes at levels 1, 2, 3 or 4 depending on
their ability and prior attainment in Primary. It is expected that the majority of
students in S1 will work towards achieving level 3 or level 4.
The work is presented using a variety of teaching techniques and resources with
the intention of stimulating interest in Mathematics.
• The course is split into four blocks of work each containing several
different topics.
• Each student is encouraged to do extension work when appropriate.
• Students are assessed at the end of each block and their teacher monitors
progress carefully.
• In general, homework will be given once per week.
S1 Classes are broadly ‘set’, this means that classes are comprised of students
with similar mathematical ability but still allows pupils to be extended or given
support where appropriate. As a result, the courses are designed to facilitate whole
class teaching but still provide opportunities for the students to work in groups
and individually. Problem solving and non-calculator work plays an integral part
of the course. All students will sit National Qualifications in Mathematics at a
level appropriate to them at the end of their fourth year.
English
The first year English course is developed around the literacy outcomes and
experiences laid down in Curriculum For Excellence. The Academy will
continue to promote the development of critical and creative thinking as well as
competence in listening and talking, reading, writing and personal, interpersonal
and teamworking skills. The framework provides, for learners, parents and
teachers, broad descriptions of the range of learning opportunities which will
contribute to the development of literacy, including critical literacy, creativity,
and knowledge and appreciation of literature and culture.
S1 classes are broadly ‘set’, which means that classes are comprised of pupils with
similar attainment but still allows pupils to be extended or given support where
appropriate. As a result, the courses are designed to facilitate whole class teaching
but still provide opportunities for the pupils to work in groups and individually.
12
ICT
Pupils follow a common course which is constantly developing in line with Curriculum
for Excellence outcomes and which builds upon the skills that students learn at primary
school.
In S1 students are introduced to the Glasgow Schools’ Network and are issued with
usernames that will last throughout their time at Shawlands Academy. Students use a
selection of industry standard software, and learn to use communications tools effectively.
Internet Safety is emphasised throughout. Cross curricular and International projects
have recently been introduced.
Sciences - Experiences and outcomes
“I’m looking forward to
the subjects in Shawlands
like Art, Science and PE”
- Sara, P7 Pupil
The Curriculum for Excellence sciences framework provides a range of different contexts
for learning which draw on important aspects of everyday life and work.
Learning in the sciences will enable pupils to:
• develop curiosity and understanding of the environment and my place in the living,
material and physical world
• demonstrate a secure knowledge and understanding of the big ideas and concepts of
the sciences
• develop skills for learning, life and work
• develop the skills of scientific inquiry and investigation using practical techniques
• develop skills in the accurate use of scientific language, formulae and equations
• apply safety measures and take necessary actions to control risk and hazards
• recognise the impact the sciences make on my life, the lives of others, the
environment and on society
• recognise the role of creativity and inventiveness in the development of the sciences
• develop an understanding of the Earth’s resources and the need for responsible use of
them
• express opinions and make decisions on social, moral, ethical, economic and
environmental issues based upon sound understanding
• develop as a scientifically-literate citizen with a lifelong interest in the sciences
• establish the foundation for more advanced learning and future careers in the sciences
and the technologies.
The key concepts have been clearly identified using five organisers:
• Planet Earth
• Forces, electricity and waves
• Biological systems
• Materials
• Topical Science.
At Shawlands the five organisers have been incorporated into the following sections:
• Matter
• Food webs
• Heat & Energy Transfer
• Acid, Alkalis & Metals
• Forces
• Reproduction
13
Homework and Assessment
There are several homework exercises for each section in S1. Science homework is
designed to reinforce teaching and learning and thereby motivate pupils and develop
their interest in the scientific world. Homework can also include, revision of notes,
computer research and other tasks as the teacher sees fit. Homework is usually issued
near the end of each section.
The main method of assessment is by end - of - section test.
End of Section Test
Marks are divided between level D and level E and reported to parents via the pupils.
The main method of assessment is by end - of - topic tests, which are taken at the end
of each section.
LANGUAGES
When children enter S1 at Shawlands Academy they will already have studied
three years of French in primary school. On entering S1, pupils will be given the
opportunity to study a second language for either Spanish or Urdu and this language
may be carried on to National Qualification levels.
Modern Languages
The Modern Languages Department builds on the knowledge acquired in the
primary language programme to give pupils a sound grammatical structure on which
to build their learning.
Our aims are as follows:
* to encourage pupils to see language learning as a means of communication
* to equip pupils to use the language confidently long after they have ceased to
study it
* to develop the skills of speaking, listening, reading and writing.
* to allow pupils to have an insight into how a language works and its
grammatical structure
* to give pupils a knowledge of other cultures and ways of life.
14
In the initial stages writing in the foreign language will be simple and straightforward,
but as pupils progress they will be expected to produce pieces of writing which
demonstrate a grasp of language and structure.
A great deal of emphasis is placed on communication, so speaking plays a major role
in the modern language classroom and pupils are actively encouraged to participate
fully in speaking activities.
The language being learned is used to a large extent for issuing instructions and
for the day-to-day management of the classroom, so that listening skills are fully
developed and pupils appreciate that language is something real.
The use of ICT including smartboards in language classes provides a valuable
opportunity for pupils to develop their language skills in real-life situations.
Topics, Assessment and Homework
The topic areas covered in S1 are of a practical nature and cover areas such as personal
language, home, school, food and drink. Emphasis is also placed on grammatical
structure and pupils are actively encouraged to learn grammar points.
The department operates a policy of continuous assessment and tests of reading,
speaking, listening and writing are carried out on a regular basis.
Homework plays an important role in language learning and is set on a very regular
basis. Sometimes homework will consist of learning vocabulary or grammatical
structure rather than a piece of written work. Parents are encouraged to inspect and
sign any homework given.
15
Music
Our aim is to provide an enjoyable and positive learning experience for everyone who
attends classes in the Music Department by offering activities that inspire creativity,
improve hand-eye coordination, memory and motor skills and encourage independent and
lifelong learning. All first year students will be engaged in the Curriculum for Excellence
outcomes and experiences and take part in a shared learning experience with other subjects.
All pupils, on entering S1 and some previously in associated primaries, get the chance to
learn an Orchestral instrument, which entails, going to half hour lessons once a week on
a rotation basis to a specialist teacher. Instruments that are taught this year in the school
include flute, clarinet, oboe, saxophone, violin, cello, double bass, trumpet, trombone,
French horn, piano , keyboard, voice, drum kit, tuned percussion, guitar and tabla.
Pupils receiving free instrumental tuition are expected and encouraged to contribute to
the musical life of the school by participating in the music department’s extra- curricular
activities which currently includes Wind Band, String Orchestra, Brass Band and choir.
All pupils at Shawlands Academy receive two periods per week of Music in S1 and one
period per week in S2. The course consists of three distinct areas which form the core of
all activities, with appropriate progression, from S1 to S6 including all NQ courses up to
Advanced Higher.
Performing Activity involves starting to learn, in S1, a selection of instruments in class,
including tuned percussion, keyboard, guitar, drum kit and voice. In 2nd year they pick 2
instruments to develop more fully which they can then take on further into S3 in order to
gain a National Qualification.
Listening Activity is where pupils learn about the different elements that music is created
from i.e. pitch, rhythm, harmony etc. This involves an element of research and learning
about the different historical eras and styles from Medieval to the present day. Topics can
include Renaissance, Baroque, Latin American,World Music, Blues, Jazz and Soul to name
a few.
Composing Activity is about learning how to create their own individual music, once
understanding the basic elements and structure and using computer programmes like
Sibelius to create it.
We endeavour to build a confidence and enthusiasm during the early stages that will
encourage pupils of all abilities to attempt certification at the appropriate level in middle
and upper school. We also provide effective support and instruction for those seeking
entrance to courses in College or University.
Whenever possible we encourage and facilitate participation in competitions and extracurricular projects.
We believe that our subject offers a positive lifelong learning experience for all who take
part, at any level, and at any stage in life.
Art and Design
Our aim is to provide an enjoyable and productive experience for everyone who attends
classes in the Art Department by offering activities that inspire creativity, improve hand
skill and encourage independent learning. All first year students will be engaged in the
Curriculum for Excellence outcomes and experiences and take part in a shared learning
experience with other subjects.
All pupils at Shawlands Academy receive one period per week of Art and Design in S1 and
two periods per week in S2. The course consists of three distinct areas which form the core
of all activities, with appropriate progression, from S1 to S6.
Expressive Activity involves lessons in drawing, painting, printmaking and three
dimensional construction based on the visual elements of Line, Shape, Tone, Form,
Texture, Colour and Pattern. Topics can include portraiture, the figure, still life, landscape
and the built environment.
16
Design Activity is where pupils learn how to generate solutions for two and three
dimensional design outcomes using the design process. This involves an element of research
and the consideration of various possibilities in response to a design brief. Topics can
include surface pattern, mask, product, interior, fashion, and jewellery design.
Critical Activity is about learning to research information about Artists and Designers. It
also involves using appropriate terminology to convey feelings and opinions on their work
both verbally and in writing. In addition, pupils are encouraged to reflect on their own
work and that of their peers, giving and receiving criticism in a thoughtful and constructive
way.
We endeavour to build a confidence and enthusiasm during the early stages that will
encourage pupils of all abilities to attempt certification at the appropriate level in middle
and upper school. We also provide effective support and instruction for those seeking
entrance to courses in College or Art School. Links are maintained with artists, designers
and Colleges to ensure that our courses are both current and relevant. Whenever possible
we encourage and facilitate participation in competitions and extra-curricular projects.
Underpinning all work is the firm belief that our subject offers a unique combination of
practical and thinking-based activity which is of benefit to everyone who takes part, at any
level, and at any stage in life.
Drama
Pupils in Shawlands Academy come to Drama one period a week in S1 and S2. Thereafter,
in common with all subjects, pupils may opt to continue their studies of Drama at
National Qualification 4/5, Intermediate 2, Higher and Advanced Higher levels. All first
year students will be engaged in the Curriculum for Excellence outcomes and experiences
and take part in a shared learning experience with other subjects.
In Drama, pupils are encouraged to develop their creativity, work effectively in groups,
express their ideas and evaluate their own work and the work of others.
Group work is at the heart of Drama and it is through working in groups that pupils will
develop communication skills. They will learn the importance of listening to others, of
cooperation and compromise.
Pupils will develop practical skills in voice work, characterisation, role play, improvisation,
movement and mime. They will learn and understand the language of Drama. They will
learn about and have practical experience of the Theatre Arts – lighting, sound, costume,
props and set. They will learn also the importance of evaluation and how to make an
effective assessment of their own work and the work of other pupils.
Pupils will work from a variety of stimuli – the written word, pictures and photographs,
objects, music etc. and in the upper school they will study play texts and also write, devise
and direct their own work. All work is unit based giving pupils the chance to study areas of
drama in depth.
Our aim is to provide a positive and rewarding learning experience for pupils of all abilities.
Drama provides young people not only with the skills for communicating and working
effectively with others but also the confidence to do so.
Not all pupils will go on to study drama at colleges or universities but all will benefit from
the skills acquired in studying drama in school.
17
Geography
At Shawlands Academy each pupil does Geography in First and Second Year. In First Year
they attend for three periods per week in a block of twelve weeks. In Second Year they
attend for three periods per week in two blocks of six weeks.
Geography is about looking at “People in Place”. In particular it looks at “people and
landscape” and “people and communities”. Pupils will learn how to locate, explore and link
features and places locally and further afield.
First and Second Year Geography is fully in line with the outcomes and experiences
prescribed in Curriculum for Excellence. Students may go on to study Geography at
National Qualification 3/4/5 and Higher.
In the first two years the topics we cover include:
First Year – Hurricanes, Map Work.
Second Year – Earthquakes, Volcanoes and Natural Wonders.
Homework is a key part of the work in First and Second Year and is designed to support
and reinforce the work done in class.
History
At Shawlands Academy each pupil does History in First and Second Year. In First Year they
attend for three periods per week in a block of twelve weeks. In Second Year they attend for
three periods per week in two blocks of six weeks.
History develops understanding of the history, heritage and culture of Scotland, and an
appreciation of our local and national heritage within the world. It broadens understanding
of the world by learning about human activities and achievements in the past. Pupils
will explore and evaluate different types of sources and evidence and learn how to locate,
explore and link periods, people and events in time and place.
First and Second Year History is fully in line with the outcomes and experiences
prescribed in Curriculum for Excellence. Students may go on to study History at National
Qualification 3/4/5 and Higher.
First Year – Time, Life in Medieval Society and the Wars of Independence
Second Year – Life in Nazi Germany and the Ancient Greeks and Romans
18
Religious and Moral Education
At Shawlands Academy each pupil does RME in First and Second Year for one fifty minute
period per week.
Religious and Moral Education offers pupils an exciting opportunity to learn about, from
and through the major world religions and to discuss moral problems and questions of
belief. It encourages pupils to engage in a search for meaning, value and purpose in life.
This involves both the exploration of beliefs and values and the study of how such beliefs
and values are expressed.
First and Second Year RME is fully in line with the outcomes and experiences prescribed
in Curriculum for Excellence. Students may go on to study RME at National Qualification
3/4/5 and Higher.
First Year – Buddhism and Christianity.
Second Year – Judaism and Islam.
Modern Studies
At Shawlands Academy each pupil does Modern Studies in First and Second Year. In First
Year they attend for three periods per week in a block of twelve weeks. In Second Year they
attend for three periods per week in two blocks of six weeks.
Modern Studies is the social, political and economic study of local, national and
international issues. Modern Studies is unique to the Scottish Schools curriculum. Modern
Studies broadens understanding of the world by learning about human activities and
achievements in the present. It develops pupils understanding of their values, beliefs and
cultures and those of other. It develops understanding of the principles of democracy
and citizenship through experience of critical and independent thinking. It explores and
evaluates different types of sources and evidence and helps pupils learn how to locate,
explore and link periods, people and events in time and place.
First and Second Year Modern Studies is fully in line with the outcomes and experiences
prescribed in Curriculum for Excellence. Students may go on to study Modern Studies at
National Qualification 3/4/5 and Higher.
First Year – Poverty, Democracy and the Media
Second Year – The Government of Scotland, Rights and Responsibilities and International
Relations.
19
Design and Technology Department
Every first-year pupil follows a modular type of course in the department. All of the units
below have been developed to support the experiences and outcomes outlined by the
curriculum for excellence.
The various elements of the course are outlined below:
Icebreaker exercise
Pupils work together to complete a design task
against the clock.
Teamwork skills are developed.
Inventor Work
Pupils begin to learn to use 3D modelling
software which is used in Industry today by
architects and engineers.
Plastic Project- Desk tidy
Pupils learn about the properties of plastic and use hand tools safely to make a plastic desk
tidy.
Metal Project- Coat Hook
Pupils learn about the properties of metals, its origins, how it is used today and use hand
tools safely to make a metal coat hook Wood Project- Tower of Hanoi Game Pupils learn
about the properties of wood and manufactured board. Pupils also learn their origins, how
it is used today and use hand tools safely to make a wooden coat hook
Sketching Skills
Sketching work is essential to allow pupils to learn how to delop their ideas and designs on
paper. Our step by step guide supports pupils in building these skills.
Rendering Skills
Pupils learn how to make their sketches look realistic by learning how to render their
drawings to make them look more realistic.
Physical Education
Physical education is part of both core and the elective curriculum and has changed
dramatically in recent years. An increasing number of pupils are being presented for
certification. The guiding principles however remain the same, namely, allowing youngsters
to learn through the medium of physical activity and allowing them to develop their
diverse talents. At Shawlands, we consciously foster positive attitudes towards co-operation
and competition in order to prepare pupils thoroughly for living in and contributing to
society.
Pupils in the S1/S2 follow a structured course including badminton, hockey, basketball,
swimming and gymnastics with dance being offered at Christmas time.
In the summer term athletics and outdoor games are offered. Pupils participate in an
activity for a five/six week block and then move on to the next activity.
It is essential that appropriate kit is worn. Throughout these activities pupils learn to
develop their practical abilities whilst developing their knowledge and understanding about
principals of fitness, active life styles and game structures.
20
Pupils are continually assessed and, at the end of each activity, graded in practical ability.
Pupils’ development of knowledge and understanding is assessed by means of a short
written rest.
Students may go on to study PE at National Qualification 4/5 and Higher.
There will also be an opportunity for your child to participate in a host of extra curricular
activities including: football, basketball, badminton, netball, cricket, gymnastics and
volleyball.
The school runs a biennial ski trip to Val d’Fiemme, Italy for pupils in S1 and S2. Pupils
have the opportunity to experience, new and exciting activities, taste authentic Italian
cuisine whilst enjoying a week developing their skiing skills.
Currently a trip is being planned for March 2015.
The School of Rugby is now in its third year and has met with astounding success. Partially
funded by the Scottish Rugby Union the SoR allows S1 and S2 students protected time
within the curriculum to attend SoR sessions developing not only their sporting skills as
student athletes but those of leadership , teamwork, determination and commitment.
21
HOMEWORK & STUDY SKILLS
Homework is an essential part of the educational process which:
• provides a link between the school and the home, giving parents the
opportunity to be involved with pupils’ learning.
• helps develop effective study habits, self-discipline and attitudes of
seriousness, responsibility and organisation.
• provides opportunities for consolidation, reinforcement and directed study.
• helps identify areas of particular strength and areas for development.
• helps in the preparation for exams.
• allows for meaningful, independent research
TYPES OF HOMEWORK
Written Non-written
Essays Revision
Interpretation Vocabulary
Exercises Learning work
Surveys Library work
Research Project work
Homework helps to strengthen the home-school partnership by affording parents
opportunities to encourage their child and monitor progress made. There is clear
evidence to suggest that high parental interest in presentation of work leads to
enhanced pupil performance.
Homework is a useful tool in assisting with ‘Assessment is for Learning’. Tasks are
set so that consolidation of work covered within class can take place, helping the
teacher and pupil to identify areas of strength and those that require
development. This will then allow future targets to be set in joint discussion of
parents, teachers and pupils.
All pupils are issued with a homework diary at the beginning of each academic
year, and pupils are expected to complete this on a daily basis. All homework
tasks should be recorded and scored off once completed. Working in this way will
help to ensure that all homework tasks are completed on time and helps pupils
to manage their time effectively. Parents can help by monitoring the use of the
homework diary and ensuring that it is carried to school on a daily basis along
with all other books and equipment.
Parents can do a great deal to help by providing a suitable place for homework
to be completed, taking time to check homework which as been issued, and
contacting the school should difficulties arise.
Teachers try to set homework that can be completed in a reasonable amount of
time by any child but if you feel that the homework burden is too light or too
heavy, please contact the school.
22
HOMEWORK AND SUPPORTED STUDY
Pupils sitting national exams, also benefit from a supported study programme. On certain evenings, pupils receive tuition which is
directly related to work in the classroom. The school has found that this has a beneficial effect on pupil motivation and examination
performance.
SUPPORTED STUDY
“I enjoyed the PSE lessons on
studying very much. They were
really beneficial and I learned
about staying positive and if you
really want something you can
reach it. I learned some good
sleeping and exam techniques.
“I learn today how to relax. It was
beneficial and I really enjoyed
it. I found it taught me to reach
high and not follow the crowd.
It taught you to be an individual
which I strongly believe in.”
LIBRARY RESOURCE CENTRE
The Library and Resource Centre (LRC) in Shawlands Academy is a central area of teaching and learning in the school. It is used daily
by classes, individual pupils and staff. The mission of Shawlands Academy’s LRC is to ensure that all pupils become successful life-long
learners who are responsible users and producers of ideas and information. With a large variety of books including fiction, non-fiction
and audio books, as well as 30 internet access computers for pupil use, our library provides a wide range of resources in both print and
electronic formats.
As the International School of Glasgow, Shawlands Academy is committed to teaching a wide range of modern languages as well
as being a centre for examination of community languages in Glasgow. There are over 40 different languages spoken by pupils of
Shawlands Academy. The LRC reflects this by offering a large range of language materials. Pupils can even borrow Harry Potter
translated into Urdu.
During the school day teachers schedule their classes into the LRC for curriculum-based activities. They may use print or electronic
materials or both. One or more classes can be accommodated at any one time. As well as 30 computers available there is also tabled
seating for another 30 pupils. Pupils may also come to the LRC on an individual basis during class time, with a pass from their Teacher.
The English Department in Shawlands Academy in collaboration with the LRC are committed to a S1/S2 Reading Programme. Pupils
begin their ‘World of Reading’ at the beginning of S1 with a 4-week induction to the LRC. They then attend the LRC one period
per week with their English Teacher and read fiction and non-fiction materials. Pupils are
currently involved in a “Borrower Recommends” scheme. Pupils are involved choosing
library resources. The LRC is in the process of preparing and developing activities for World
Book Day in March 2014. We have also developed a Creative Writer’s Group involving
pupils to further develop writing skills, and promoting the value of literature.
There is a large stock of careers information available in the library.
23
ASSESSMENT AND REPORTING
Assessment is an essential part of the learning process for pupils and Shawlands
Academy has embraced the ‘Assessment is for Learning’ model for delivery and
evaluation of lessons. This model works closely with A Curriculum for Excellence
and allows pupils to raise attainment by focussing on their strengths and setting
targets to focus on areas of development. Clear learning intentions are set at the
beginning of lessons or tasks, and pupils are encouraged to reflect and evaluate
their own and peers’ performance.
The key areas that will promote learning and achievement are:
• Learning outcomes are shared with pupils prior to undertaking tasks.
• Making sure pupils know exactly what is expected of them and criteria
required for success.
• Using questions and other engagement techniques to promote thinking
and learning
• Ensuring that pupils receive relevant feedback from teachers, pupils and
eventually themselves that focus on improvement and not simply being
right or wrong.
Different types of assessment are used at different times but in general there is
much more emphasis on assessing classwork and coursework than just in end of
unit examinations. This means that oral work, written work and practical skills
are all aspects likely to be assessed. Teachers are also interested in the general
quality of contribution made by each pupil in terms of individual work and
group work.
Class tests, or year group tests, are organised at regular intervals. Preliminary
examinations, modelled on the national ones, are held for fourth year and senior
school pupils in December, January and February.
An appropriate attitude towards school as reflected by hard work, a high level of
attendance and punctuality is vitally important for success.
Policy with regard to entering pupils for public examinations:
Schools in consultation with pupils and parents/carers normally decide on
presentation for examinations. However in the final analysis, the school will
accede to the wishes of the parents/guardians.
24
CONSISTENCY FROM
FIRST YEAR THROUGH
TO SIXTH YEAR
Throughout the first and second years, pupils are assessed on their coursework
on a regular basis. Sometimes they are asked to submit a special piece of work, or
to sit a class test. At other times, teachers observe and listen to pupils or supervise
practical tests in order to assess their progress. The school has developed peer
assessment strategies in order to help pupils reflect on their learning.
Ar the end of S1 and in February of S2, reports are issued with grades for
classwork and tests. A full explanation of grades is attached to each set of reports.
In S3 and S4, pupils work towards their National Qualification by studying for
external examinations which they sit in May and June of S4. In most subjects,
they also build up evidence of their class work. For example, a “folio” of pieces
in English or a series of practical tests in Biology.
The results of these elements are added to their external examination results to
complete their final grades.
In fifth year, there are many opportunities available to our young people. Many
sit Higher Grade exams, and aim to gain entry to university. Others may take
Intermediate courses. Prelim exams for fifth and sixth year pupils are held in
February.
In sixth year, pupils may continue as in S5, while some who have gained Higher
passes will attempt the Advanced Higher.
REPORTING
Reports are produced annually to indicate the strengths and areas of development
of each pupil across the range of subjects. They also provide a picture of pupil
attainments and achievements.
Each year group receives one written report per session as follows:
S1 May
S2 March
S3 May
S4 February
S5 & S6 Interim Reports - November/Summative reports - Feb
S1 & S3 Interim Reports - December
In addition, a report from Pastoral Care is issued with the full report, giving
details of attendance and punctuality. Furthermore, some parents will receive a
brief report early in the session so that any potential problems can be identified
and action taken to resolve these before too much time has elapsed.
25
CONTACT WITH
PARENTS
Our assessment and reporting procedures aim to give support and encouragement
to pupils at all times. Parents and pupils are encouraged to comment on the full
reports by completing a section on the final page of the report.
PARENTS’ CONSULTATIVE MEETINGS
These meetings are arranged so that parents may discuss their child’s progress
with class teachers.
The meeting for parents of first year is timed so that parents may find out how
their child is settling into the new school. In the case of third year, the meeting
is towards the end of the year. Its purpose is to inform parents of how their child
has progressed through the very important first year of their Standard Grade
courses and to set out targets and objectives for fourth year.
The S5/6 Parents’ meeting takes place in advance of the preliminary
examinations. Parents receive an interim report prior to these examinations and a
summative report as soon as the results are available.
All other parents’ meetings take place at the end of an assessment programme or
when a set of examinations have been completed and a written report has been
issued.
Before pupils are asked to make their course choices for third and fourth
years, written reports on pupils’ progress in second year are provided and an
information evening and a consultative evening are held for parents of second
year pupils.
Parents are also encouraged to take an active part in the decisions made by the
pupils as they enter 5th and 6th year.
Further information is available to aprents at the following websites
http://www.educationscotland.gov.uk/parentzone/index.asp and
http://www.sqa.org.uk/sqa/CCC_FirstPage.jsp
Further
Opportunities for
Consultation
Parents are encouraged to contact
Principal Teachers of Pastoral Care,
Depute Head Teachers and the
Head at anytime during the session
in order to discuss their child’s
progress. Any of the members of
staff mentioned above may contact
parents if there is cause for concern.
26
S2 COURSE PLANNING
During S1, pupils spend time on Personal and Social Education (PSE).
Important features of this include advice and discussion on settling in to
Shawlands, and subject choice and careers education. The Pastoral Care Team
staff and teachers in several subjects work closely with primary staff to ensure
continuity from Primary 6 and 7 through to S1, and to ensure that the right
support for individual pupils is carried on from primary to secondary.
Towards the end of S2, pupils receive a report detailing their progress containing
advice as to possible course choice for the transition from the broad general
education phase to the senior phase during third and fourth year.. At this time,
the school issues a booklet which contains information on all the subjects offered
to help pupils and parents make as informed a series of course choices as possible.
Pupils then spend a number of weeks in Social Education classes going over the
booklet and considering the various issues raised by it. They are then interviewed
individually by Pastoral Care staff to discuss possible choices in the light of school
reports and career intentions.
The next stage is for pupils to receive a talk from members of the Careers Service.
At the same time parents have the opportunity to attend an information evening
led by the Depute Head Teacher responsible for S3. This is then followed by a
parents evening where there is the opportunity to talk to teaching staff, Pastoral
Care and the Depute Head Teacher responsible for S2.
NATIONAL QUALIFICATIONS
National Qualifications have been designed to suit every level of ability. To give
students the maximum chance to gain an award which reflect their attainment,
students can be presented at different levels in different subjects. Many subjects
require students to complete folio work, a project or investigation during the
course and this work contributes to the overall grade. Some subjects continue
with mixed ability teaching whilst others employ setting or broad banding.
Every effort is made within the school to fulfil the principal aim of ensuring
that all students follow appropriate courses and gain nationally recognised SQA
awards.
27
THE UPPER SCHOOL
After the S4 preliminary examinations are over, all fourth year students receive a
copy of the booklet entitled “An Introduction to the Upper School”.
This is complemented by course choice meetings and individual interviews which
are arranged by Pastoral Care Staff and Mr Graham , Depute Head Teacher
responsible for the Senior School. Each student will choose a course from an
option form which will be similar to last session’s (see Appendices) unless, of
course, it has been indicated that the student definitely intends to leave at the end
of the fourth year.
Senior school students are interviewed by Pastoral Care staff, during their
fourth year to ensure that all necessary assistance is provided with course choice.
Provisional choices are made at the end of May. Adjustments can be made to
this, at the start of the new session. Throughout the session the progress of Senior
School students is monitored and they will be alerted if they are not making the
progress expected of them.
Shawlands Academy has also been active in making arrangements with local
colleges to ensure that our Senior School students benefit from a curriculum
enriched by college courses. This introduction to college life not only provides
valuable qualifications but also allows students to experience the further education
environment.
All students in S5 follow 5 courses. The recent changes in the Higher
examinations offer all students the opportunity to advance at a level appropriate
to their needs. An extensive range of subjects is available at Higher, Intermediate 2
and Intermediate 1.
STUDENT LIFE IN S5 & S6
By making the commitment to remain at school beyond S4, students are making
a clear statement that they wish to improve their qualifications. The school tries
to assist them to realise their academic aspirations by providing ready access to the
school library and guidance on college and university courses.
As a reflection of their increased maturity, senior students are encouraged to
take on additional responsibilities in a number of areas both within the school
and in establishing stronger links with the local community. The Determined to
Contribute programme is designed to enhance students’ academic qualifications.
S6 students may volunteer to work in the Learning Community pre 5
establishments or Primary schools , participate in peer mentoring or paired
reading schemes and act as ambassadors and hosts for the Academy at number
of events throughout their final year. However, no student is at any time asked to
take on additional tasks which will in any way detract from their school work.
BENEFITS OF A SIXTH YEAR
Students may also progress and extend their Higher
Grade and Intermediate qualifications by returning
to the sixth year. Indeed, for many students,
the sixth year represents a valuable period of
consolidation which allows them to enhance their
prospects by improving their qualifications.
In addition, senior school students have the opportunity to air their views on
issues arising within and outwith the school through the Senior School Council.
Students who have been successful at Higher Grade are offered subjects at
Advanced Higher level and many find this to be a valuable experience leading to
advanced study at university.
Education Maintenance Allowance
An EMA is a weekly payment worth £30 for young people who are planning to
stay on ay school in post compulsory education and who are willing to participate
in an approved learning agreement at school for a minimum of 21 guide learning
hours per week.
Further information on full eligibility criteria and application forms can be obtained from
the school
28
EXCELLENT PERFORMANCE OF SHAWLANDS ACADEMY PUPILS IN SQA EXAMS
were delighted
the excellent
examination
results achieved
by thepeople
young of
We wereWe
delighted
with thewith
excellent
examination
results achieved
by the young
people
of
Shawlands
Academy
making
us
one
of
the
very
top
schools
in
Glasgow
Shawlands Academy making us one of the very top schools in Glasgow for results. As can be seen
for results. As can be seen from the graph below, there has been a year-on-year
from the graph below, there has been a year-on-year increase in number pupils achieving 5
increase in number pupils achieving 5 Highers in each of the last five years.
Highers in each of the last five years.
% of S5 Pupils Achieving Five or More Higher Passes
20
% of S5 Pupils Achieving 5+ Passes at Higher
EXCELLENT
PERFORMANCE OF
SHAWLANDS ACADEMY
PUPILS IN SQA EXAMS
18
16
14
12
10
8
6
4
2
0
2009
2010
2011
2012
2013
Similar patterns can also be seen in the numbers achieving 1+ and 3+ Highers and our Fourth year
Similar
patterns
canbest
also in
berecent
seen inyears.
the numbers
achieving
1+ and 3+
Highers
Credit level
results
were the
To continue
our academic
success,
we now offer
and
our
Fourth
year
Credit
level
results
were
the
best
in
recent
years.
To
continue
15 Subjects at Advanced Higher and have 40 pupils studying one or more Advanced
Higher.
our
academic success,
now
offer with
15 Subjects
at Advanced
Higher this
and year
have from our
University
applications
are alsowe
very
healthy
nearly 100
UCAS applicants
40
pupils
studying
one
or
more
Advanced
Higher.
University
applications
are have
school, including two to Oxford, one to UCL, and one to Cambridge. In addition, many
also
very
healthy
with
nearly
100
UCAS
applicants
this
year
from
our
school,
applied to the Russell Group of Universities and for Medicine, Dentistry and Veterinary Medicine.
including two to Oxford, one to UCL, and one to Cambridge. In addition,
many have applied to the Russell Group of Universities and for Medicine,
Dentistry and Veterinary Medicine.
Some of our top performing pupils, now in S6, who achieved 5 grade A’s at Higher last year.
Some of our top performing pupils, now in S6, who achieved 5 grade A’s at Higher
last year.
29
SUPPORT SERVICES
Subject Departments ensure that all pupils are provided with work which is appropriate
to their stage of development and subject staff are responsible for teaching all the pupils in
their class. The subject teacher may use a variety of methods to support learning and help
pupils progress.
In some departments, staff may work together to create an effective learning environment
for a group of pupils. This is known as co-operative teaching. Co-operative teaching is the
main form of support and at times, a specialist Support for Learning teacher may join a
class teacher to assist pupils in the classroom.
English as an Additional Language ( EAL ) support teachers work within subject
classrooms to assist in the progress of all bilingual pupils and to provide support with
language tasks.
Additional Support Needs/Accessibility Strategy
SUPPORT FOR LEARNING/
BEHAVIOUR SUPPORT
DEPARTMENT
The school has a duty to ensure that all our young people have equal access to the
curriculum, supported as appropriate to their individual needs. This covers not
only the content of lessons and teaching strategies but also minor adaptations
to the physical environment of our buildings to address the needs of young
people with physical or sensory impairments, including the relocation of classes
to the ground floor where feasible. We also need to ensure that parents and
carers who have a disability have equal access to information about their child.
This will involve, for example, relocating the venue for parents/carers meetings
to facilitate physical access; provision of an interpreter for people who have a
hearing impairment; agreeing a phone contact system to provide direct feedback
to parents and carers.
Support for Learning/Behaviour Support Department
The Education (Additional Support for Learning) (Scotland) Act 2004 states a child may
require additional support for a variety of reasons. These may include those who are being
bullied, are particularly gifted, have experienced bereavement, or are not attending school
regularly, as well as those who have behavioural or learning difficulties, mental health
problems, or specific disabilities such as deafness or blindness.
Under the Act, education authorities have a duty to establish procedures for identifying
and meeting the additional support needs of every child for whose education they are
responsible. They must keep those needs under review. Other agencies also have a duty
to help education authorities meet their responsibilities. The Support for Learning (SfL)
Department provides support to both staff and pupils to help the school implement the
above.
In Shawlands Academy we use a two-pronged approach to supporting pupils and meeting
their needs through learning and behaviour support. We are aware that any support
systems must adopt strategies that take into account several crucial factors:
•
•
•
•
•
•
Family Circumstances
Educational experiences
Parental attitudes to supporting the school
Behavioural history
Support Service/External agency involvement
Environmental factors
The 5 main roles of this department are Consultancy, Co-operative Teaching and
Assessment, Curriculum/ Staff Development, Direct and Small Group Teaching and
Liaison with parents, colleagues and external agencies.
Any parent/carer seeking further advice regarding this policy should contact the
headteacher in the first instance.
If a parent is unhappy with the support their child is getting they must first discuss this
with the school in order to seek a resolution at that very local level.
Further information relating to Additional Support Needs is also available on the Glasgow
City Council website - http://www.glasgow.gov.uk/index.aspx?articleid=8627
30
Role of SfL/BS in Primary/Secondary Transition
By attending transition meetings and through liaison with P7 staff and parents,
SfL are able to gather appropriate information on pupils with ASNs. This
information helps SfL staff focus support for the new S1 and is distributed to
teaching staff/ EAL/ Pastoral Care/Managers of pupil support and the Year Head.
Behaviour Support
In line with the Scottish Exceutive’s policy of Social Inclusion, Shawlands
Academy is developing support for pupils who present challenging behaviour.
Behaviour Support can offer support to pupils in various ways.
a. monitor behaviour in class
b. supporting pupils in class
c. one to one support by Behaviour support staff
d. Group work
Triple P- Positive Parenting Programme.
During the course of the school year there are several opportunities to attend an 8
week Triple P programme. Triple P is a system of easy to implement, proven
parenting solutions that helps solve current parenting problems and prevents
future problems before they arise. Perhaps you don’t have a specific problem but
just want some easy to understand information and tips on parenting in general
and what to expect at your child’s stage of development.
If you are interested in this please contact Jan McCauley PT Support for
Learning/Behaviour or Janice Quinn School nurse. Further information relating
to Additional Support Needs is also available on the Glasgow City Council
website. www.glasgow.gov.uk/index.aspx?articleid=8627
At all times the support focuses on unacceptable behaviour and, while supporting
the pupil to overcome that behaviour, they are reminded about the serious
consequences for them if the behaviour continues. Behaviour support works
closely with Pupils, Parents, Class Teachers, Pastoral Care, EAL, ASL/EAL, SMT,
Social Work, Psychological Services, Reporter to Children’s Panel, Careers, School
Nurse and other Health Professionals. Pupils who continue to give cause for
concern may be referred to the Joint Support team.
The following organisations provide advice, further information and support
to parents of children and young people with ASN. These organisations are
identified under The Additional Support for Learning (Sources of Information)
(Scotland) Amendment Order 2011 as:(a) Children in Scotland: Working for
Children and Their Families, trading as “Enquire – the Scottish advice and
information service for additional support for learning”, a charitable body
registered in Scotland under registration number SC003527;(b) Scottish
Independent Advocacy Alliance, a charitable body registered in Scotland under
registration number SC033576; and (c) Scottish Child Law Centre, a charitable
body registered in Scotland under registration number SCO12741.”
31
OUR SCHOOL VISION
Our School Vision
We want Shawlands Academy
to excel as a nurturing,
caring, modern and diverse school
working in partnership with parents
and our whole school community.
We will provide the highest quality education
and support,
enabling our young people
to develop their intellectual,
creative and interpersonal skills –
all within a global and sustainable context.
Underpinning our vision is an agreed set of values
Justice
Equality
Respect
Integrity
32
BILINGUAL PUPILS/
ENGLISH AS AN ADDITIONAL LANGUAGE
Currently, Shawlands Academy has about 590 pupils who are bilingual in
English and a variety of languages including Arabic, Cantonese, Farsi, Panjabi,
Polish, Slovak and Urdu. As a result, the school has six specialist teachers who are
employed to provide additional English - language teaching support for bilingual
pupils throughout the school, from first year to sixth year.
We aim to assist our bilingual pupils in understanding that their language skills
are of personal, social and economic value. We encourage them to become
effective contributors to Scottish society and develop a life long interest in
languages and literacies.
Language Support is provided in a number of ways. A large proportion of time
is spent with bilingual pupils in the classrooms of a number of different subjects
where we aim to continue the small group support.
LANGUAGE SUPPORT
FOR PUPILS
The department strives to provide.
consistent support and to check on
the progress of all bilingual pupils.
Using the classroom materials, support teachers encourage pupils to develop their
listening and speaking skills, to read more advanced texts and to extend their
written work. Each support teacher is attached to two S1 classes and will report
on the progress of these bilingual pupils at the end of the session.
As well as working as an extra teacher in subject classrooms, the department offers
support to first and second year bilingual pupils in tutorials. These tutorial classes
have the advantage of providing an opportunity to build up and extend the
whole range of language skills in listening, talking, reading and writing, which are
demanded of the pupils by the secondary curriculum.
We include pupils who have transferred from the Bilingual Support Unit and also
aim to continue the small group support which many pupils received in primary
schools. Although most of the work done in these tutorial groups is in English,
there are some opportunities for the pupils to use their home language as we
believe it is important for the pupils to be fluent in all their languages.
In these ways, the department hopes to provide consistent support and to check
on the progress of all bilingual pupils.
We arrange an afternoon meeting in the first term for the parents of the bilingual
pupils in our first year and we attend all parents’ evenings.
If any parent wishes further information about Language Support in the
school or about their child in particular, please contact the school to arrange
an appointment. An interpreter can be made available if you request one
when making the appointment.
33
SCHOOL ETHOS
Respect the valves
and beliefs of others.
The philosophy of shared values and community is developed in a number
of ways. Three current developments which engender the school ethos are our
continuing commitment to international education, our development as an eco
school and our progress to becoming a health promoting school.
GLOBAL CITIZENSHIP
“I hope I can do well
and have great fun in
Shawlands Academy.”
- Ailsa, P7
Shawlands Academy, as an international school, has been leading developments
in Global Citizenship and International Education both nationally and
internationally, culminating in the schools’ award from the British Council
of the International School Award
for outstanding development of
the international dimension in the
curriculum. We have been involved in the
EU lifelong learning Programme for over
a decade and, consequently, have been
able to devise recognised best practice in
the development of global citizenship and
embed international education contexts
within the framework of Curriculum for
CC Europe visit to Barcelona
Excellence.
We are currently involved in eTwinning in a variety of departments across
the school which help make global links part of classroom lessons. We have
also recently completed very exciting projects with the support of the British
Council. The first of these was ‘My Culture, Your Culture, Our Culture in
which we shared differences and similarities between cultures with schools and
young people from Germany, Bulgaria, Finland, Turkey and Crete. Another
project was Connecting Classrooms Europe where we linked with cluster schools
from Poland, Barcelona and Bosnia Hercegovina. The aim of this was to raise
awareness amongst
the whole school
community
on priorities of
inclusion. Finally
pupils and staff
from Shawlands
Academy were
pivotal in a
programme that
looked at how
we, in Glasgow,
REGIO partnership
support young
people who are EAL learners in their transition from Primary to Secondary
education. We did this by linking with our twin city of Marseilles through
REGIO, another British Council funded initiative. We also have a long standing
exchange programme with a school in South Africa and are embarking on
new projects which further develop Global Educational Links. Through these
programmes our young people are learning to celebrate diversity, cooperate
with other young people in Europe, develop their sense of justice and equality
and achieve their potential in a culturally inclusive school. The experiences and
outcomes which the school’s Global Citizenship education contexts provide equip
pupils to learn through visits to partner schools, discussions with other young
people across Europe and international curricular work which now support their
achievement in a range of subjects.
34
ECO SCHOOL
In September 2007 Shawlands Academy became the first Glasgow secondary
school to be awarded an Eco Schools Green Flag. This was a culmination of the
hard work and dedication of the school’s eco group, who over the last three years
have participated in a number of activities including a Comenius project, the
French language production delivered in the open air of Pollok Park, and regular
recycling campaigns. In February 2012 we were rewarded our third green flag and
have a thriving Eco committee, Fair trade committee and Garden club.
HEALTH PROMOTING SCHOOL
Health and education go hand in hand and children who are fit and healthy are
more likely to achieve their full potential at school. The Scottish Government
requires that all schools are Health Promoting, meaning that we adopt a whole
school approach to promoting the physical, social, mental and emotional well
being of all pupils, staff and the wider school community. The introduction of
the Schools Health Promotion and Nutrition Act and Curriculum for Excellence
both place health and well being at the heart of education.
Schools Health Promotion and Nutrition Act
In addition to ensuring that we place health promotion at the heart of schools’
activities, the Schools Health Promotion and Nutrition Act requires that the
food and drink served and provided in schools must meet certain nutritional
requirements. In summary, this means that schools can no longer provide the
following:
“We have a longer lunch
time and the subjects are
funnier”
- S1 Pupil
•
•
•
•
•
•
•
•
•
•
•
•
Soft drinks
Sugar-free soft drinks
Sweetened fruit/veg juice
Squashes/cordials
Whole milk
Sports/energy drinks
Chocolate coated products (i.e. biscuits, ice creams, cereals, fruit, etc)
Sweets
Sugar free sweets
Yoghurt coated fruits
Cereal bars or processed fruit bars
Savoury snacks i.e. crisps over specified fat & salt content
Food and drinks that we can provide include:
•
•
•
•
Free drinking water (MUST be provided)
Mineral water
Semi-skimmed or low fat milk
Milk drinks, yoghurt drinks, fruit juice (in line with guidance)
35
• Fruit or vegetables
• Dried fruit in line with guidance
• Crisps, pretzels, popcorn, rice crackers, cream crackers, oatcakes, and bread
sticks in line with guidance.
Please help support our commitment to health and well being by encouraging
your son/daughter to bring healthy snacks and drinks to school and by making
use of our Fuel Zone, which provides a great range of healthy lunches for £1.15.
Curriculum for Excellence
The development of Curriculum for Excellence is to enable all children and
young people to become successful learners, confident individuals, responsible
citizens and effective contributors to society and at work. Curriculum for
Excellence has a strong focus on “health and well being” which will further
strengthen our commitment to the health and well being of our pupils.
Health and well being is taught across the curriculum in line with national and
local guidelines. More specifically our health education curriculum in PSE is
based on ‘Glasgow’s Health’ which provides age appropriate topics, allowing for
progression from year to year. We attempt to make sure that the pupils experience
a range of methodologies and develop our courses to ensure they include the
latest resources provided by the authority, such as the Positive Mental Attitudes
programme.
We work in partnership with various health professionals and partner agencies
to promote health and well being, including the South East Health Improvement
Team, Active Schools and school nurses.
Currently our school nurse provides a drop-in service each Wednesday lunchtime, offering advice to pupils on a one-to-one and group basis. We have a range
of external agencies who offer support when required, this includes counselling.
OUTDOOR LEARNING
‘Curriculum for Excellence through Outdoor Learning’ provides outcomes and
experiences for activities taking place in an outdoor learning environment
Outdoor Learning at Shawlands Academy is well established and with the support
of these government guidelines will be more progressive and structured in its
delivery.
Students have the experience of learning outside the classroom e.g. Science
lessons in the playground and Physical Education in the playing fields. All these
experiences enhance and support the learning done in class. Learning outdoors
can be enjoyable, creative, challenging and adventurous and helps young people
learn through experience.
At Shawlands Academy other opportunities exist in which pupils can access
Outdoor Learning. The Duke of Edinburgh Award, the Eco Club, The John
Muir Award, Outward Bound courses are some of the extra curricular activities
that students can join which will help them value and appreciate the spectacular
landscapes, natural heritage and culture of Scotland.
36
EXTRA CURRICULAR INSIGHT
Extra Curricular Activities
Shawlands Academy fully embraces the values of “A Curriculum for Excellence”
which encourages schools to enable pupils to become successful learners,
confident individuals, responsible citizens and effective contributors. One of the
ways in which these values can be explored is through extra curricular activities.
To that end we are proud of the wide and dynamic range of activites available
to all students.
Sports
For those interested in sport, the Secondary Sports Co-ordinator organises a range
of teams and clubs that all pupils are welcome to join. In total we offers 18 clubs
each week run by enthusiastic staff members supported with additional expertise
provided by coaches from Glasgow City Council and local sports organisations
such as Rangers Football Club, Clydesdale Hockey and Cricket Club, Cartha
Queens Park Rugby Club and many more. As well as competitive football, swim
and cricket teams, boys and girls from first to sixth year can now be involved in
such sports as gymnastics, basketball, swimming, badminton, mountain biking,
running, tennis, cricket, rugby, hockey and volleyball.
Subjects
Subject departments are able to offer specific opportunities, which enable pupils
to gain a deeper understanding of their academic work. The Drama and English
department organise theatre trips to take advantage of the rich theatrical tradition
the city offers. English also enters S1 pupils for the esteemed creative writing
competition, The Pushkin Prize. The Geography department annually visit The
Dynamic Earth Exhibition in Edinburgh. The music department have a school
Orchestra and Choir, a brass ensemble and string group, which regularly rehearse
and perform at school events. The Maths department participates in the UK
Mathematical Challenge and holds a unique Maths camp weekend every year for
senior pupils in Ullswater.
“I am really looking forward
to secondary school because
all my friends are coming
to Shawlands and so am I.
I can’t wait to make new
friends”
- Sillah, P7
Interest Groups
Other activities available include the Creative Writers Group, Eco Club, Film
Club, Drama Group, and fundraising activities etc all of which are run by various
departments throughout the school. Also, talent in music and drama is allowed
to express itself through school orchestra and school shows. In addition, senior
students are able to develop a breadth of talents organising the Eid lunch, charity
fundraising evening and sixth year show.
Working With The Community
Shawlands Academy has established strong links with the local community. The
Shawlands Gate project allowed young people to work with local business and
members of the Community council on upgrading and lighting the school
frontage . From this the Academy has been invited to work with Councillors and
local people on the Shawlands Town Centre Action Plan which will see a massive
investment in our local area. These kind of opportunities give our young people a
sense of civic responsibility and a real investment in the future of Shawlands.
37
P7 after school programme
As part of the school’s primary secondary liaison program a successful series
of after school clubs for P7 pupils has been arranged. These run for an fourweek period between November and December. P7 pupils enjoy a wide range
of activities including Smart Cooking, Enterprise, Spygames, Learn Spanish,
Swimming, Young Engineers, Young Scientists, badminton and football.
Bike Loan Scheme
The school is one of the few schools in Glasgow to be accepted onto the schools
Bike Loan Scheme, a recent initiative set up by the Council to promote cycling
to school. Shawlands Academy have been given 30 brand new Mountain Bikes
to issue to pupils on a loan basis to enable opportunities for all pupils to cycle.
It is an attempt to provide healthy lifestyles, sustainable transport, and reduce
congestion at the busy school run time.
Pupils can hire a bike for up to a year, complete with helmet, lock and reflective
strap, and are encouraged to use their bike as if it was their own i.e. for school use
and personal use.
38
PROMOTING POSITIVE BEHAVIOUR
The school is keen to work in close partnership with all parents. We welcome the
support and hard work of the Parent Teacher Council who form a close link with
our parent body.
Parents with queries concerning their child’s welfare or progress can contact the
school directly to discuss their questions with the Depute Head or Pastoral Care
teacher of their child.
Parents will also be invited to attend a Parent’s Night once every year, where issues
relating directly to subject progress can be discussed with their child’s teachers.
Upon request, meetings can be arranged between classroom teachers, Pastoral
Care, and DHT, should the need arise.
In Shawlands Academy we
see discipline as a positive
matter how to get things
right, rather than what to
do when things go wrong.
‘Study Skills’ evenings are arranged yearly to assist and develop parents own skills
so that advice and support can be given at home to their child when taking part in
homework and study tasks.
Some Procedures
Each class teacher has a key role to play promoting positive behaviour. This
includes managing the classroom, motivating pupils and commanding their
interest and respect. When disciplinary measures are necessary, the class teacher
can use a range of sanctions, such as reprimands, changing a pupil’s seat, or
issuing a punishment exercise.
Should a more serious situation arise, the class teacher may refer the matter
to the Principal Teacher of the department. At this stage, pastoral care may
become involved as they can provide an overview of progress and behaviour
in all subjects. If it is clear that a pupil is not working to the best of his or her
ability, or is seriously misbehaving, the Depute Head Teacher will take action.
As a result, parents will be contacted; a behaviour card to monitor conduct may
be issued; temporary removal from certain classes will be considered; and, with
parental consent, the pupil may be placed in detention. In the most serious cases,
suspension from school may be contemplated.
It should be noted that, where grave breaches of discipline arise, exclusion may
have to be considered as an immediate sanction, without prior reference to
parents.
“I like Shawlands
Academy because
it is big and there are
great subjects.”
- S1 Pupil
In certain cases, agencies outwith the school may be consulted. The Psychological
Service can give support to some pupils, and where appropriate, school staff liaise
closely with the Social Work Department.
Joint Support Team
The Joint Support Team comprises a Depute Head, Pastoral Care Teacher, and
Support Teachers from within the school along with Educational Psychologists,
Social Work representatives, School Nurse and Representative from Glasgow Life.
The team explore strategies to support many of the most vulnerable young people
in the school. Parental involvement is sought throughout via the pastoral care
teacher responsible for the pupil.
39
BUDDYING AND MENTORING
The Buddy group consists of senior pupils who volunteered to act as pupil
mentors/counsellors. Parents were also contacted for approval of their son/
daughter to take part in such an important role. This role involves listening,
advising and supporting fellow pupils who are encountering bullying or other
difficulties.
The members of the Buddy group have undergone a period of training in both
Anti-racism and Basic Counselling Skills and acompany S1 students to and from
classes during the first 2 weeks of the session.
Two members of the group (male and female) are available every lunchtime, to
discuss any problems, which fellow pupils may be encountering.
Bullying behaviour will not be tolerated within Glasgow City Council’s
educational Establishments. All young people in Glasgow’s educational
establishments have an entitlement
“to work (and play) in a learning environment in which they feel valued, respected
and safe and are free from all forms of abuse, bullying or discrimination”.
(A Standard for Pastoral Care in Glasgow Schools)
In 2009, Glasgow City Council published its revised Anti-Bullying Policy,
incorporating the requirement to record and report all discriminatory behaviours
within educational establishments. All establishments are required to review their
policy in light of this. Parents and carers have a significant role to play in helping
to address this problem. For this reason any anti-bullying strategy must stress the
importance of partnership with the parents and carers of their children.
PARENTAL INVOLVEMENT
The Parent Forum and the Parent Council
The Scottish Schools (Parental Involvement) Act 2006 has changed the
arrangements for parental representation in all schools. Since August 2007, all
parents/carers are automatically members of the Parent Forum for their school
and they have a right to establish a Parent Council to represent them. Shawlands
Academy has a thriving Parent council who meet non a monthly basis and are an
integral part of our school life.
Parent Forum
The membership of the Parent Forum is made up of all parents/carers who have
a child or young person at an education authority school. Membership of the
Parent Forum allows parents/carers to have a say in the local arrangements to
enable their collective view to be represented on matters such as the quality and
standards of education at the school and other matters of interest to parents/
carers. One of the ways parents/carers in the Parent Forum will be able to express
their views will be through the Parent Council.
Parent Council
The Parent Council is a group of parents/carers selected by members of the Parent
Forum to represent all the parents/carers of young people at the school.
40
Parent Councils are very flexible groups and the Parent Forum can decide on
the type of group it wants to represent their views. The type of things a Parent
Council could get involved in include:
• Supporting the work of the school;
• Gathering and representing parents’/carers’ views to the Headteacher,
education authority and HMIE;
• Promoting contact between the school, parents/carers, young people and the
local community;
• Fundraising;
• Involvement in the appointment of senior school staff.
Parent Councils are recognised in law from August 2007. As a statutory body, the
Parent Council has the right to information and advice on matters which affect
young people’s education. So, the school and the local authority must listen to
what the Parent Council says and give it a proper response. Every school’s Parent
Council will be different because it will be parents/carers in each school who
make the key decisions. The Parent Council is also entitled to support from the
education authority in fulfilling its role.
Membership of the Parent Council
Generally, members of the Parent Council must be parents/carers of children and
young people who attend the school and the chairperson must have a child or
young person in the school. However, the Parent Council can decide to co-opt
other members from teachers and the community who will have knowledge and
skills to help them.
Information about the work of the Parent Council can be found on the
relevant page of the school website and contact is welcome by post or e mail to
[email protected]
Parental involvement is an important part of successful learning and the Academy
prides itself on the strength of its relationship with parents . We operate an
open door policy and Principal Teachers of Pastoral Care are to be the first point
of contact if a parent has a query or concern . In addition we run parental
study skills classes and look for parental support monitoring the homework
diary and supporting our dress code. We also adhere to the Authority guidance
(Management circular 89) which outlines the complaints procedure.
“I like Shawlands
Academy because the
teachers are friendly and
so are the people.”
“I like Shawlands because
it has good gyms.”
-S1 Pupils
41
ATTENDANCE AND LATECOMING
Good attendance is vital for progress at school, and this is reflected in the laws of
the land. Section 30 of the 1980 Education Act lays a duty on every parent of a
child of ‘school age’ to ensure that their child attends school regularly. Attendance
must be recorded twice a a day, morning and afternoon.
Regulation 7 of the Education (School and Placing Information) (Scotland)
Amendments, etc Regulations 1993 requires each child’s absence from school to
be recorded in the school register as authorised: that is, approved by the authority,
or unauthorised, that is, unexplained by the parent (truancy) or temporarily
excluded from school. Parents are asked to inform the school by letter or
telephone if their child is likely to be absent for some time and to give the child a
note on his/her return to school confirming the reason for absence. Also, where an
absence is likely to last for more than a few days, it is helpful if parents can notify
the school.
Good attendance is vital for
progress at school.
Every effort should be made to avoid family holidays during term time as
this both disrupts the child’s education and reduces learning time. Parents
should inform the school by letter before going on holiday of the dates. Such
absence will be authorised only where attendance is otherwise satisfactory.
Clearly where attendance is unsatisfactory, absence is unauthorised.
Poor attendance breaks the
learning chain
Parents/guardians do not have an automatic right to take their child out of school
without permission during term-time. The Head of Establishement can only
authorise time off during term time in exceptional circumstances.
Exceptional Circumstances include:
short-term parental placement abroad
family returning to its country of origin for family reasons
the period immediately after an illness or accident
a period of serious or critical illness of a close relative
a domestic crisis which causes serious disruption to the family home, causing
temporary relocation.
Time off during term-time for the following reasons is not acceptable and will be
recorded as unauthorised absence:
Availability of cheap holidays or desired accommodation
Holidays which overlap the beginning or end of term.
Clearly with no explanation from the parent or carer, the absence is unauthorised.
Parents of children of ethnic or religious minority background may request
that their children be permitted to be absent from school in order to celebrate
recognised religious events. Only written requests detailing the arrangements will
be granted on up to three occasions in any one school session and the pupil noted
as an authorised absentee on the register.
Latecoming slows down
Learning
Pupils are registered for attendance at the start of each morning. During the day
class teachers note pupils’ attendance at every period.
If a pupil’s attendance is unsatisfactory, the school may ask the School’s Education
Liaison Officer to call, and may, in serious cases refer the matter to the Reporter
to the Children’s Panel or to the School Attendance Council. Fortunately, very
few cases lead to such referrals. Where a pupil’s attendance is causing concern,
Pastoral Care staff will be active in offering support. In some instances a period
attendance monitoring card may be issued.
Parents are encouraged to ensure their child arrives in good time for school.
Latecoming can become a habit which is difficult to break and so, we carefully
monitor instances of latecoming.
42
SCHOOL CLOTHING AND KIT
“I like the school
uniform.”
-S1 Pupil
The School Dress Code
Shawlands Academy is an inclusive, ethically grounded school where we do all we can to create perfect
conditions for learning.
One way that parents and carers can help is by encouraging and supporting the wearing of our school
uniform. Having a school dress code has many benefits:
it helps create a work ethic;
it promotes a sense of community;
it fosters a sense of belonging;
it is a symbol of pride in the school;
it helps prevent peer pressure to wear fashionable clothing;
it promotes equality and a sense of social justice; and
it assists with making the school secure.
Dress Code
White shirt
School tie
Black Trousers
Black skirt - of an acceptable length for school
Plain black jumper
Black blazer
Black shoes
Black Outdoor Coat
There are some items of clothing which are unacceptable in school.
This includes items which:
could encourage friction - such as football colours;
could cause offence - such as anti-religious symbolism or political slogans;
could cause damage to school property - such as stiletto heels;
carry adverts - particularly for alcohol or tobacco; and
could be dangerous for other people.
We strongly discourage the wearing of jeans to school.
Leggings should not be worn without also wearing a skirt.
Short skirts are not appropriate for school.
Under no circumstances will pupils be deprived of any educational benefit nor will pupils be denied access
to examinations as a result of not wearing school dress code.
Pupils must wear appropriate clothing when participating in Physical Education classes. The recommended
kit is:
•
gym shoes or trainers
•
black shorts and a white top
•
swimming trunks or costume when required
•
towel
Please note that PE is compulsory. Pupils can only be excused participation through injury or illness.
Under such circumstances, either a parental note (short term exemption) or a medical certificate (long
term exemption should be brought. Pupils from an ethnic minority background may wish to wear clothing
appropriate to their religious/cultural background, provided the clothing reflects the colours of the school
uniform.
43
GCC STATEMENT ON DRESS AND UNIFORM
G.C.C Statement on Dress and Uniform
Given that there is substantial parental and public approval of a dress code,
schools in this authority are encouraged to develop a school dress code. In
encouraging a dress code policy, account must be taken in any proposals to
prevent any direct or indirect discrimination on the grounds of race or gender.
Any proposals will be the subject of widespread consultation with parents and
pupils. Against this background it should be noted that it is the policy of the
Education Committee to encourage schools to develop an appropriate dress.
“I like it because the
teachers are supportive,
you meet new friends
nearly everyday and the
education is fun.”
-S1 Pupil
Parents/Carers receiving Income Support, Job Seekers Allowance (Income Based),
Working Tax Credit( with a total annual income of less than £15.050), Housing
Benefit, or Council Tax Benefit will normally be entitled to monetary grants
for footwear and clothing for their children. Approval of any requests for such
grants made by Parents/Carers in different circumstances is at the discretion
of the Director of Education Services. Information and application forms
may be obtained from schools and from Grants Section at Education Services
Headquarters.
Glasgow City Council is concerned at the level of claims being received regarding
the loss of pupils’ clothing and/or personal belongings. Parents/Carers are asked
to assist in this area by ensuring that valuable items and unnecessarily expensive
items of clothing are not brought to school. Parents/Carers should note that the
authority does not carry insurance to cover the loss of such items and any claims
submitted are likely to be met only where the authority can be shown to have
been negligent.
SCHOOL MEALS
Shawlands operates a cafeteria system known as: ‘The Fuel Zone’. Providing a
range of meals, including a vegetarian/halal option. School meals are supplied
by external caterers, Cordia Services, and every effort is made to provide a cost
effective, healthy and balanced diet for pupils.
The cafeteria no longer accepts cash payment; instead every pupil is issued with
a ‘Q’ card. This card may be credited by swiping and adding cash at one of the
machines positioned in the cafeteria. Food can only be purchased using the Q
Card. Pupils are encouraged to add sufficient money to last a full week. Pupils in
receipt of free meals have the appropriate amount added daily to their cards.
The school dining hall is supervised by teaching staff. Packed lunches may be
taken in the dining hall and can be supplemented by purchases at the counter
.Special prescribed diets are available as required. Parents of pupils who require
a special diet are asked to contact Pastoral Care staff at the start of the school
session, if possible. Children of parents/guardians receiving Income Support,
Job Seekers Allowance , Working Tax Credit ( where income is less than£6,420),
Child Tax Credit only (where income is less than £15,860) and Income-related
Employment and Support Allowance are entitled to a free midday meal.
Information and application forms for free school meals may be obtained from
schools and from the Grants Section at Education Services Headquarters.
44
SOCIAL JUSTICE
Shawlands Academy is committed to providing a safe and supportive learning
environment, which encourages progress for each individual student. We adhere
to The Equality Act of 2010 which states that schools should advance equality of
opportunity for all young people regardless of gender, ethnic origin, religious/
belief background, social class, gender reassignment ,sexual orientation
or disability.
The diversity within our school population also offers tremendous opportunities
for students to engage with issues of social justice and fairness and to participate
in the development of anti – discriminatory values across the school.
The following objectives are key to the anti- discriminatory values of the school:
To ensure that all young people are equally respected by all members of the school
community.
To make young people aware of the need to prepare for life in a multicultural
society.
SHAWLANDS ACADEMY
To provide students with the knowledge, skills and attitudes, which, will enable
them to respect people from a range of different backgrounds and life experiences.
We are proud of our status as
a leading Scottish multicultural
school. Attending such a school
helps pupils to become enriched
by developing an appreciation of
other cultures and represents
effective preparation for life.
To encourage the attitude that equality of opportunity is an integral part of
education and should influence provision.
To monitor the curriculum in terms of content, material and teaching approaches
to ensure that it reflects the school’s position on social justice.
To raise staff awareness of equal opportunities issues in education by means of
in-service courses and staff development.
The main school committee giving consideration to these matters is the Equal
Opportunities Committee.
The Equality Act 2010 requires schools to give due regard to the elimination of
unlawful discrimination , harassment and victimisation and to foster good
relations between different groups.
DEALING WITH
HARASSMENT
The adoption of an anti discriminatory approach should be seen as one part of
the continuing attempt to improve the quality of education.
Glasgow City Council recognises that support from the home is essential if these
aims are to be achieved. Every child in Glasgow has the right to be happy and
secure at school.
45
MULTICULTURAL AND ANTIRACIST PERSPECTIVE
With regard to our multicultural and antiracist perspective, our aim is to
promote:
•
•
•
•
A shared understanding of the nature of racism in today’s society.
An awareness of the contribution all people make to society.
A sensitivity to, and appreciation of, the beliefs of others.
An atmosphere of helping and working together.
We hope that the parents and pupils will support us in this endeavour.
The school is working to ensure equality of provision and success for all
our pupils.
46
PASTORAL CARE
The work of the Pastoral Care Team is central to much that happens in our
school. So essential is its contribution that it is our policy to involve all members
of staff
• All staff are encouraged to take a close interest in the education and welfare
of the young people they teach
• All teachers are invited to contribute to the programme of curricular and
vocational guidance and to the personal and social development of their
pupils.
HOUSE GROUPS
• Those who act as register teachers work closely with the Pastoral Care Staff
in monitoring the progress, attendance and timekeeping of their pupils.
KNOWEHEAD LOCHINCH MOSS-SIDE SHAWHILL TANTALLON WHITECART HOME LINK TEACHER Ms Smith
Mr Ian McNair
Mr A Din
Miss Warden
Mrs Sharif
Mr Alexander
Mrs Rafiq
PERSONAL AND SOCIAL EDUCATION
The school delivers a comprehensive programme of personal and social
education. Classes are taught by the Pastoral Care staff and volunteer staff from
across the curriculum. All year groups cover elements of Study Skills, Careers
Education, Health Education (including Drugs, Alcohol and Sex Education)
which are appropriate to their age and stage. In addition each year group syllabus
features specific units on other areas of interest which will include:
S1 Getting to know you, Rights and Responsibilities, Road and Fire Safety,
Issues around bullying, Citizenship, Sectarianism.
S2 Issues around Bullying, Study Skills, Mind Mapping, Friendship, Managing
Time, Racism.
S3 What Now? – Lifeskills, “Virtual Babies”, Global Sharing, Enterprise and
Team Work, Parents and Teenagers.
S4 Preparation for Work Experience, Teenage Mums, Assertiveness and
Communication, Stress Management, “Paying your way”.
S5 Organ Donation, Leaving Home, Forced and Arranged Marriages, Domestic
Abuse, “How wealthy are you?”.
S6 Personal Safety, Preparation of CVs, Stress Management, Topical Social and
Health issues, Active Citizenship, The International Dimension.
HEALTH EDUCATION AND PSE
As part of the curriculum Shawlands Academy delivers an extensive Health
Education and Personal and Social Education Programme to ensure healthy
living for life. The programme includes:
-
-
-
-
-
Drugs, alcohol, smoking awareness
Sexual Health and Relationships
Mental Health
Diet and Exercise
Citizenship and the Law
47
PUPIL DESTINATIONS
The school places a great deal
of emphasis on providing
education and careers
guidance of the highest
quality to ensure that pupils
are prepared for the demands
and challenges of their
chosen careers.
Shawlands Academy places a great deal of emphasis on providing education and
careers’ guidance of the highest quality to ensure that pupils are prepared for
the demands and challenges of their chosen careers. An increasing number of
our pupils are obtaining the qualifications necessary to gain entry to university
and college. As the statistics set out in Appendix 1 show, figures for Shawlands
compare favourably with the Authority and Scottish averages.
SKILLS FOR LIFE, LEARNING & WORK
The school offers a wide variety of enterprise and employability opportunities
which will enhance students’ skills for life,learning and work.
In S2 pupils attend the GOALS course which examines educational and
employment aspirations. In S4 all pupils go for a week for work experience often
in the local community and we have a thriving S6 Young Enterprise.
“In October 2004, I suggested that a key objective for enterprise in education
was to exert its influence, sometimes in subtle ways, across the breadth of the
curriculum”. Graham Donaldson, HM Senior Chief Inspector, foreword,
Improving Enterprise in Education, 2008
In response to this statement the school offers a wide variety of enterprise and
employability opportunities across all year groups. Many of these opportunities
dovetail with the Curriculum for Excellence framework and the interdisciplinary
approach adopted.
In partnership with the Scottish Government’s Determined to Succeed
organisation Shawlands Academy is able to facilitate access to a host of city wide
initiatives.
In S1 pupils will take part in a range of interdisciplinary activities some class
based others at a whole year group level. Aim High and the John Muir Award are
just two of these year group projects.
48
In S2 students attend the GOALS course which examines educational and
employment aspirations. Young people in S2 are also invited to attend an
Options evening were employers, colleges, universities and training providers
will explain the variety of subjects required at NQ level needed to enter their
courses.
S3 will see students continuing their skills for life ,learning and work through
ongoing class based skills, for life ,learning and work initiatives with a focus
towards the end of their year on organising their Work Experience.
The main focus in S4 is the week long Work Experience placement. Usually
taking place around September/ October the week allows students the
opportunity to experience what the world of work is really like. This is beneficial
in two parts, giving them an understanding of employer’s expectations outside of
school and also a deeper knowledge in the field of work or study they intend to
follow.
A student’s last two years sees a focus on the transition from school to Higher
Education, Further Education, continued training or Employment. Throughout
each year students in S5 and S6 will work on a variety of enterprising projects
but also take part in the newly developed Determined to Contribute project.
This project is sponsored by Determined to Succeed and looks at what the
students can voluntarily give back to their community. Studies will also focus on
mock interviews, applications form writing and planning for college, university
and employment.
MORE CHOICES,
MORE CHANCE
The school sets great store on working individually with pupils to ensure
ADDITIONAL SUPPORT
FOR LEARNING
In accordance with guidance from the Additional Support for Learning Act
appropriate career pathways are accessed. Recently the implementation of
government initiatives such as ‘ ore Choices, ore Chances’ and ‘1 Learning
Choices’ have had an impact in reducing our schools negative destination
figures. These initiatives have enabled the school to focus more effectively
on pupils at risk of not going into employment, education or training
opportunities. Additionally the school’s links with business and employers will
further the schools efforts in introducing students to the world of work. School
and college partnerships will also allow for a more flexible curriculum with some
students studying part of their week at college and the rest in school. The school
understands that at times an alternative curriculum is the best model. Visits to
targeted career events, participation in employment focussed projects and access
to one to one careers guidance over a long period of time are all aspects of the
new delivery model for this group.
2004 Shawlands Academy meets the majority of additional support needs of
its young people through regular and established good practice. Co-operation
between Learning and Language Support and Pastoral Care is a key principle of
delivery. The school recognises that the term “additional support need” does not
necessarily imply a learning difficulty. Support can be accessed on a short or long
term basis for emotional, social, and learning difficulties to ensure that pupils are
assisted to overcome any barrier which may impede their learning.
49
HEALTH CARE
FIRST AID & EMERGENCIES
First aid treatment can be given by certain qualified staff. If a pupil takes ill during the day, the parents are contacted and the child can
be taken home.
In the case of serious accidents, every effort is made to contact parents. Pupils may be taken, or sent by ambulance, to the Victoria
Infirmary.
It is in the best interest of parents and pupils for the school to be informed of any medical problems which arise in the course of a
child’s school career. These details will be handled sensitively and in confidence and will allow us to make appropriate provision, as far
as we can, for the child.
Where possible, parents are asked to notify the school of any
dental, medical or other such appointments.
Immunisation
At certain points during their school career pupils will be
offered immunisation against certain diseases.
School Nurse
The school has a nurse associated with it. Advice and support
can be given to any pupils who require it.
A drop-in service is available to offer immediate assistance to
pupils.
TRANSPORT
A great many of our pupils walk to and from school. Others use the many public bus routes which serve the area. The Education
Authority has a policy of providing free transport to secondary pupils who live more than 2.2 miles from their local school by the
recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could
be reviewed at any time. Parents who consider that they are eligible should obtain an application form from the school or Education
Department Office. These forms should be completed and returned before the end of February for those pupils beginning the school
in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may
be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for
pupils to travel in transport provided by the Authority where spare places are available and no additional costs are incurred.
The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental disability, etc. Details are available from
the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures.
Where free transport is provided, it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking
distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one
direction, will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure their child arrives at the
pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding,
travelling in and alighting from the vehicle. Misbehaviour could result in your child’s losing the right to free transport. The Education
Authority does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances and where
appropriate legislation applies.
50
DATA PROTECTION ACT
Information on pupils, parents and guardians
is stored on a computer system and may be
used for teaching, registration, assessment and
other administrative duties. The information
is protected by the Data Protection Act 1988
and may only be disclosed in accordance with
the Codes of Practice. For further information
please contact the school.
Child Safety/Child Protection Policy
All educational establishments and services
must take positive steps to help children
protect themselves by ensuring that
programmes of health and personal safety are
central to the curriculum and should have in
place a curriculum that ensures that children
have a clear understanding of the difference
between appropriate and inappropriate
behaviour on the part of another person, no
matter who.
As with other areas of the curriculum, you
will be kept informed of the health and
personal safety programme for your child’s
establishment. Schools, establishments and
services must create and maintain a positive
ethos and climate which actively promotes
child welfare and a safe environment by:
• ensuring that children are respected and
listened to
• ensuring that programmes of health
and personal safety are central to the
curriculum
• ensuring that staff are aware of child
protection issues and procedures
• establishing and maintaining close
working relationships and arrangements
with all other agencies to make sure that
professionals collaborate effectively in
protecting children.
Should any member of staff have concerns regarding the welfare or safety of any
child they must report these concerns to the head of establishment. The head, or the
person deputising for the head, after judging that there may be grounds for concern
regarding the welfare or safety of any pupil must then immediately advise the duty
senior social worker at the local social work services area office of the circumstances.
Additional Support Needs/Accessibility Strategy
The school has a duty to ensure that all our pupils have equal access to the
curriculum, supported as appropriate to their individual needs. This covers not
only the content of lessons and teaching strategies but also minor adaptations to the
physical environment of our buildings to address the needs of pupils with physical
or sensory impairments, including the relocation of classes to the ground floor where
feasible. We also need to ensure that parents and carers who have a disability have
equal access to information about their children. This will involve, for example,
relocating the venue for parents/guardians meetings to facilitate physical access;
provision of an interpreter for deaf people; agreeing a phone contact system to
provide direct feedback to parents and carers.
ACCESS
Shawlands Academy provides limited access to ground floor accomodation. There
are ramps at certain entrances, and handrails at the stairways and steps. There is
no lift. There is a specially fitted disabled toilet, at the ground floor, near the Social
Area.
PARENTS EVENING
The Academy is pleased to make arrangements for parental consultation meetings
for parents to be provided with a ground floor base to which teachers will come at
the appointed times.
CURRICULUM
The School’s policy ‘Promoting Equality’ takes full account of the Equalities Act
2010 and the Council’s Accessibility Strategy. Reasonable adjustments are made,
both in terms of location and content of courses.
STAFF DEVELOPMENT
Staff are briefed, at meetings and/or in writing, about specific issues and specific
conditions, with advice as to how to address these needs.
FREEDOM OF INFORMATION (SCOTLAND) ACT 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain
information from Scottish public authorities. The Act applies to all Scottish
public authorities including: The Scottish Government and its agencies; Scottish
Parliament; local authorities; NHS Scotland; universities and further education
colleges; and the police.
Public authorities have to allow access to the following information:
The provision, cost and standard of its service;
Factual information or decision-making;
The reasons for decisions made by it
The legal right to access includes all types of ‘recorded’ information of any data held
by the Scottish public authorities. From 1 January 2005, any person who makes a
request for information must be provided with it, subject to certain conditions.
Further information is provided on the Glasgow City Council web-site
http://www.glasgow.gov.uk/index.aspx?articleid=2999
Internet facilities are provided at Public Libraries and Real Learning Centres.
51
GUIDE TO THE APPENDICIES
1.
Course Planning S3
2.
Course Planning S5 & 6
3.
Addresses and Contacts
52
A
53
B
• Mathematics
• Physics
• People and
Society
• Religious
studies
• Environmental
Science
• Modern
Studies
• Urdu
F
• Physical
Education
Studies
• Music
• Drama
• Design &
Manufacture
• Art & Design
Write preferred choice in the relevant box below
• Chemistry
• History
E
• Biology
• Spanish
D
• Geography
C
• French
G
H
• History
• Practical Craft Skills
• Music
• Geography
• French
• Chemistry
• Business
• Biology
• Art & Design
• Physics
• Hospitality
• Graphic
communication
• Computing &
Information Science
• Administration & IT
CORE (6)
• Tutor (1)
• RE (1)
• PSE (1)
• PE (3)
This form is a preliminary guide to course planning. Circumstances may well make it necessary to withdraw or curtail entry to certain subjects. It must be understood that
although we make every effort to provide the course requested the school retains the right to make the final decision on the course for each pupil.
• English
Shawlands Academy
Curriculum for Excellence
Course Planning
S5/6 Course Planning
AH
H
Column A
English
Column B
Maths
Column C
Drama
French
Column D
Music
Bio
Graph Com
Column E
Art
Chemistry
English
English/ESOL
Maths
English
English/ESOL
Maths
Art
Modern Studies
RMPS
Drama
PE
French
German/Spanish
Urdu
Chemistry
Human Biology
Product Design
Physics
Music
Chemistry
Physics
Bus Management
Graph Com
Geography
Modern Studies
History
Drama
Art
Human Bio
Adminstration
History
Computing
French
Psychology
(S6)
Int 2 English
English/ESOL
Maths
English
English/ESOL
Maths
Art
RMPS
PE
French
German/Spanish
Chemistry
Product Design
Hospitality
Physics
Music
History
Bus Management
Graph Com
Geography
Modern Studies
Culinary
Excellence
Art
Biolody
Administration
PCS WWork
Computing
French
Drama
Int
1
English
English/ESOL
Maths
Art
PE
French
Chemistry
Hospitality
Computing
Physics
Music
History
Business
Management
Geography
Modern Studies
Social Subjects
Art
Biology
PCS WWork
Administration
French
Acc
3
English
English/ESOL
Maths
54
ADDRESSES and CONTACTS
Maureen McKenna
Executive Director of Education
Education Services
Glasgow City Council
Wheatley House
25 Cochrane Street
Merchant City
GLASGOW
G1 1HL
Ward 7 -Langside
Councillor Paul Coleshill
Councillor James Dornan
Councillor Archie Graham
Ward 6 - Pollokshields
Councillor Khalil Malik
Councillor David Meikle
Councillor Irfan Rabbani
Skills Development Scotland Alhambra House, 45 Waterloo Street, Glasgow G2 6HS.
Glasgow Life: Letting Section 0141 302 2814/2815
Although this information is correct at time of printing, there could be changes affecting any of the matters dealt with in the
document:
a) before the commencement or during the course of the school year in question;
b) in relation to subsequent school years.
55
56

CONTENTS - Shawlands Academy

Transcription

Similar documents

Eenie Meenie “Uni” Mo.

Page 1 Name and address of School: Contact Teacher: Email

Shorefields 6xA4+ 26942:Layout 1

biographies CD flyer

Loburger Summer school 2016

trisha waters - boingboing.org.uk

Présentation PowerPoint

Gear-up with Halfords this June!

April 2009 - Ulverston Victoria High School